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O gestor escolar como administrador de conflitos
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Orientador(es)
Resumo(s)
O objecto do projecto pessoal de intervenção que nos propusemos desenvolver,
pretendeu ser a análise e reflexão sobre a forma como uma gestora de um
estabelecimento de ensino não superior faz a gestão dos conflitos. As questões que
orientaram o modelo da inquirição realizada no âmbito deste projecto diziam respeito à
estrutura do conflito e às percepções e orientações do gestor escolar face ao conflito.
O nosso modelo de estudo seguiu a perspectiva política, no sentido em que
considerámos a organização escolar como entidade formada por indivíduos e grupos
detentores de interesses e objectivos diferentes e procurámos fazer uma reflexão crítica
sobre as relações, que constatámos, entre as percepções e as acções.
Para à sua concretização optou-se por uma metodologia de investigação qualitativa com
recurso a entrevistas (exploratória, semi-estruturada e de recolha de narrativas) como
estratégia de recolha de dados.
Através da análise de conteúdo e interpretação dos resultados obtidos foi possível
verificar que a gestora vai adequando o seu desempenho, na gestão do conflito, em
função da situação concreta e dos objectivos que pretende atingir. A opção por
determinado método de resolução depende de factores como: as causas percebidas ou
atribuídas da ocorrência, os actores envolvidos, o contexto, e a reacção do gestor a um
determinado conflito é marcada pela utilização de combinações de estilos de gestão
diferentes.
Considerando o conhecimento que nos foi possível alcançar, sugerimos à gestora
escolar uma reflexão crítica sobre o contexto em que decorre o conflito e a sua
influência no processo de resolução, a estratégia adequada ao tipo de conflito e as
percepções que revelou no sentido de introduzir alterações que conduziram a níveis de
eficácia mais elevados na gestão dos conflitos.
The main purpose of the study carried through in the scope of the personal project of intervention that we considered to develop, intended to be the analysis and reflection on the form as a head teacher of a not superior educational establishment makes the management of the conflicts. The question that guided the study model concemed the structure of the conflict and the perceptions and guidelines of the school manager facing the conflict. For its concretion one opted for a methodology of qualitative inquiry with resource to interviews (inquisitive, half - structuralized and narrative collection) as a strategy of data collection. Our study model followed the politics perspective, in the way that we considered the pertaining to school organization as an entity formed by different individuals and groups detainees of different interests and aims and looked for to make a critical reflection on the relations that we evidenced, between the perceptions and the actions. Through the analysis of content and interpretation of the gotten results it was possible to verify that the manager adjusts its performance, managing the conflict, according to the concrete situation and the aims that are intended to reach. A style of universally efficient management of conflicts does not exist. Choosing determined resolution methods depends on factors as: the reasons that lead to the occurrence, the people involved, the context. For what, the reaction of the head teacher to a determined conflict is based on the use of combinations of different styles of management. Considering the knowledge we were able to reach, we suggested the head teacher to do a critical reflection on the context in which the conflict happened and its influence on the process of resolution, the adequate strategy to the type of conflict and the perceptions disclosed in order to introduce changes that lead to higher levels of effectiveness on the conflicts management.
The main purpose of the study carried through in the scope of the personal project of intervention that we considered to develop, intended to be the analysis and reflection on the form as a head teacher of a not superior educational establishment makes the management of the conflicts. The question that guided the study model concemed the structure of the conflict and the perceptions and guidelines of the school manager facing the conflict. For its concretion one opted for a methodology of qualitative inquiry with resource to interviews (inquisitive, half - structuralized and narrative collection) as a strategy of data collection. Our study model followed the politics perspective, in the way that we considered the pertaining to school organization as an entity formed by different individuals and groups detainees of different interests and aims and looked for to make a critical reflection on the relations that we evidenced, between the perceptions and the actions. Through the analysis of content and interpretation of the gotten results it was possible to verify that the manager adjusts its performance, managing the conflict, according to the concrete situation and the aims that are intended to reach. A style of universally efficient management of conflicts does not exist. Choosing determined resolution methods depends on factors as: the reasons that lead to the occurrence, the people involved, the context. For what, the reaction of the head teacher to a determined conflict is based on the use of combinations of different styles of management. Considering the knowledge we were able to reach, we suggested the head teacher to do a critical reflection on the context in which the conflict happened and its influence on the process of resolution, the adequate strategy to the type of conflict and the perceptions disclosed in order to introduce changes that lead to higher levels of effectiveness on the conflicts management.
Descrição
Trabalho de projecto realizado no âmbito do Ciclo de Estudos conducente ao Grau de Mestre em Ciências da Educação (Administração Educacional), apresentado à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2008
Palavras-chave
Administração educacional Agrupamentos de escolas Trabalhos de projecto de mestrado - 2008