A carregar...
Publicação
Big idea : o papel do diretor na implementação da gestão flexível do currículo
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.71 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
No mundo global em que vivemos, é imperioso perceber o modo como a escola pode ser um
espaço de transformação social, ao mesmo tempo que cria cidadãos críticos, autónomos,
capazes de problematizarem o mundo que os rodeia, tudo isso sustentando por um
conhecimento disciplinar também ele construído com sentido. Num momento em que as
escolas portuguesas são alvo de profundas alterações fruto do projeto de autonomia que se
visa desenvolver e dos normativos - Decreto-lei n.º 55/2018, de 6 de julho - os quais
procuram dar resposta aos desafios traçados pela UNESCO e pela OCDE, com a escola
inclusiva e as competências para o século XXI na linha do horizonte, o presente estudo
empírico centra-se na necessidade de compreender os desafios colocados ao diretor no âmbito
da implementação da gestão flexível do currículo.
Para levar a cabo estes objetivos, optámos por um estudo de caso realizado num
estabelecimento de ensino particular, focando o nosso olhar no trabalho desenvolvido pelo
diretor em trabalho colaborativo com a coordenadora de ciclo para a implementação e
desenvolvimento de um projeto de gestão flexível do currículo.
Os resultados apontam para o efeito inquestionável da ação do diretor e das estruturas de
gestão intermédias na implantação da flexibilização do currículo. Para além disso, o
dispositivo criado para o primeiro ano de implementação do projeto de gestão flexível do
currículo designado “Big Idea” mostra que este projeto é uma ferramenta de apoio ao trabalho
do diretor nesta forma de ação que se pretende de inovação e mudança no seio da organização
escolar. Destacamos, também, a importância da liderança e das estruturas intermédias, numa
lógica de liderança transformacional e pedagógica, como forma de colocar em interação os
diferentes atores e de desenvolver o ambiente propício às mudanças organizacionais.
In the global world in which we live, it is imperative to understand how a school can be a space for social transformation, while simultaneously creating critical and autonomous citizens. Having built meaningful, relevant and purposeful knowledge, students then apply this to problematise the world around them. Portuguese schools are currently undergoing profound changes as a result of the autonomy project to apply the provisions of the Decree Law No. 55/2018, of July 6. The law come in response to the challenges outlined by UNESCO and the OECD to provide inclusive schools with 21st century skills. This empirical study focuses on the need to understand the challenges faced by the director when implementing the aforementioned laws, while also trying to understand how curricular flexibility can be a driving force for significant learning for all students. To carry out these objectives, we opted for a case study carried out in a private educational establishment, focusing on the work developed by the Head of School in collaboration with myself - in the position of Head of the Preparatory section of the school - to implement and develop a project of curricular flexibility. The results point to the unquestionable effect of the Head of school’s action and the intermediate management structures in the implementation of curriculum flexibility. In addition, the device created for the first year of implementation of the flexible curriculum project called “Big Idea” shows that this project is a tool to support the Head of school's work in this form of action that seeks innovation and change within the school organization. We also highlight the importance of leadership and intermediate management structures, in a logic of transformational and pedagogical leadership, as a way of bringing different actors into interaction and developing an environment conducive to organizational change
In the global world in which we live, it is imperative to understand how a school can be a space for social transformation, while simultaneously creating critical and autonomous citizens. Having built meaningful, relevant and purposeful knowledge, students then apply this to problematise the world around them. Portuguese schools are currently undergoing profound changes as a result of the autonomy project to apply the provisions of the Decree Law No. 55/2018, of July 6. The law come in response to the challenges outlined by UNESCO and the OECD to provide inclusive schools with 21st century skills. This empirical study focuses on the need to understand the challenges faced by the director when implementing the aforementioned laws, while also trying to understand how curricular flexibility can be a driving force for significant learning for all students. To carry out these objectives, we opted for a case study carried out in a private educational establishment, focusing on the work developed by the Head of School in collaboration with myself - in the position of Head of the Preparatory section of the school - to implement and develop a project of curricular flexibility. The results point to the unquestionable effect of the Head of school’s action and the intermediate management structures in the implementation of curriculum flexibility. In addition, the device created for the first year of implementation of the flexible curriculum project called “Big Idea” shows that this project is a tool to support the Head of school's work in this form of action that seeks innovation and change within the school organization. We also highlight the importance of leadership and intermediate management structures, in a logic of transformational and pedagogical leadership, as a way of bringing different actors into interaction and developing an environment conducive to organizational change
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Autonomia escolar Flexibilidade Gestão curricular Liderança Teses de mestrado - 2021