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Projecto educativo de escola : dinâmicas de decisão, de organização e de implementação
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Orientador(es)
Resumo(s)
Com a investigação intitulada Projecto Educativo de Escola: Dinâmicas
de Decisão, de Organização e de Implementação, procuramos interpretar o
significado político do processo de construção do projecto educativo num
Agrupamento de Escolas. A problemática em estudo ganhou relevância com a
constituição dos agrupamentos de escola, após a publicação do Decreto-Lei n.°
115-A/98, de 4 de Maio, que preconizava um modelo de administração e
gestão baseado no desenvolvimento da autonomia das escolas, promovendo o
envolvimento dos actores locais na tomada de decisão, na organização
pedagógica flexível, a dimensão local das políticas educativas.
A presente investigação efectuou-se num agrupamento vertical de
escolas em funcionamento desde o ano lectivo 2003/04, a propósito da
construção do projecto educativo. Elegemos a abordagem política focalizada
na acção dos actores locais, no sentido de identificar e interpretar o significado
político do processo de construção do projecto educativo, relativamente à
prevalência das dinâmicas e lógicas de acção exercidas pelos principais
grupos.
O nosso posicionamento epistemológico enquadra-se no modelo
qualitativo, concretizado na estratégia de estudo de caso, numa perspectiva
interpretativa/naturalista, com recurso a técnicas de recolha de dados, como a
análise documental e a entrevista.
Os dados apresentados evidenciaram as dificuldades de elaboração do
projecto educativo, traduzindo-se no cumprimento de uma imposição
decretada, onde os actores locais não se sentem verdadeiramente implicados.
Os órgãos de direcção de gestão do agrupamento de escolas negociaram e
decidiram o PEE, valorizando a lógica gestionária e os procedimentos
burocráticos, onde os normativos legais, o controlo dos prazos e dos
procedimentos, deixaram pouca margem liberdade aos actores locais.
With the investigation, named “School Educational Project: Dynamics of Decision, Organization and Implementations”, we tried to interpret the political meaning of the construction process of the educational project, in a group of schools. The problematic of study gained relevance with de groups of school’s constitution, after the publication of the decree-law no. 115-A/98, of 4th May, which preconized a model of administration and management, supported on the school’s autonomy development for promoting the local actors enveloping on the decision making, in a flexible pedagogic organization, in the local dimension of the educational politics. The present investigation realized in a vertical schools group, which function since the year 2003/04, with the purpose of the educational project construction. We select the political approach focalised on the local actors’ action, with the intent to identify and interpret the political meaning of the construction process of the educational project, concerned in the prevalence of the dynamics and logics of action exercised for the main groups. Our epistemological position is focused in a qualitative model, materialized in the strategy of case study, in an interpretative/naturalistic perspective, with the recourse of data gathering techniques, like the documental analyse and the interview. The presented data showed the difficulties of the educational project elaboration, expressed on the execution of a proclaimed imposition, where the local actors don’t truly feel implicated. The direction and management organs of the schools group negotiated and decided the PEE and they valorised the management logic and the bureaucratic conducts, where the legal normative, the term and the conducts control, let a short limit for the local actors’ freedom.
With the investigation, named “School Educational Project: Dynamics of Decision, Organization and Implementations”, we tried to interpret the political meaning of the construction process of the educational project, in a group of schools. The problematic of study gained relevance with de groups of school’s constitution, after the publication of the decree-law no. 115-A/98, of 4th May, which preconized a model of administration and management, supported on the school’s autonomy development for promoting the local actors enveloping on the decision making, in a flexible pedagogic organization, in the local dimension of the educational politics. The present investigation realized in a vertical schools group, which function since the year 2003/04, with the purpose of the educational project construction. We select the political approach focalised on the local actors’ action, with the intent to identify and interpret the political meaning of the construction process of the educational project, concerned in the prevalence of the dynamics and logics of action exercised for the main groups. Our epistemological position is focused in a qualitative model, materialized in the strategy of case study, in an interpretative/naturalistic perspective, with the recourse of data gathering techniques, like the documental analyse and the interview. The presented data showed the difficulties of the educational project elaboration, expressed on the execution of a proclaimed imposition, where the local actors don’t truly feel implicated. The direction and management organs of the schools group negotiated and decided the PEE and they valorised the management logic and the bureaucratic conducts, where the legal normative, the term and the conducts control, let a short limit for the local actors’ freedom.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Administração Educacional), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Administração escolar - Portugal Agrupamento de escolas Projectos educativos - Portugal