A carregar...
Publicação
A regulação da educação e o trabalho do diretor escolar : perceções de uma diretora de um agrupamento de escolas
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 937.09 KB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente relatório foi realizado no âmbito do curso de Mestrado em Educação, área de
especialidade Administração Educacional do Instituto de Educação da Universidade de Lisboa,
e centra-se no trabalho de uma diretora de um agrupamento de escolas. Mais precisamente,
interessou neste trabalho compreender as perceções que a diretora possuí do seu trabalho diante
a um contexto educacional de múltiplas regulações, dilemas e tensões em sua função/cargo.
O quadro teórico escolhido contou, principalmente, com os estudos desenvolvidos por
Barroso (2005, 2006, 2009, 2011, 2013), Lima (2009, 2002), Carvalho (2009, 2016, 2018),
Afonso (2018), Viseu (2018), Dinis (1997, 2002), Torres (2008, 2012) e Costa (2016), são
professores e pesquisadores portugueses referências nos estudos das políticas educacionais,
gestão e organização escolar, e sobre o trabalho do diretor, e que vêm acompanhando os
processos de alterações normativas na gestão escolar de Portugal.
A pesquisa de campo foi realizada através de um estudo de caso, com uma única diretora,
através de uma abordagem de caráter qualitativa, descritiva e interpretativa. Foram utilizados
dois tipos de instrumentos para a recolha dos dados, a análise do documento “Projeto de
Intervenção”, e duas entrevistas semiestruturadas com a diretora, para obtenção de suas
perceções.
Os resultados obtidos nos dados, em linhas gerais, revelaram uma diretora com muitas
experiências na área de gestão escolar, com bastantes responsabilidades, e que desenvolve
diariamente um conjunto grande e diversificado de atividades. Em suas prescrições diz
dispensar maior tempo nas atividades administrativas, com expressiva atenção e preocupação
com a contabilidade da escola/agrupamento. E embora conheça as alterações ocorridas pelas
normativas legais na gestão escolar, e no cargo de diretor, como a ampliação da democratização
de decisores local, e o aumento do trabalho no cargo de diretor, disse, não percecionar aumento
de controle dos órgãos e atores sobre seu trabalho, ainda que, reconheça que são muitos os
atores e instâncias de controle, considera normal e saudável os momentos de escrutínio social,
das avaliações organizacionais e de desempenho de seu trabalho, entendimento, que pode ser
compreendido quando relacionado a seu estilo de liderança autodeclarado por ela, de ser uma
líder escolar democrática com apreço pelo trabalho coletivo, participativo, e de
compartilhamento de tomadas de decisões e responsabilidades.
This report was delivered as part of the master of education course, area of Educational Administration at the Institute of the University of Lisbon, and focuses on the work of a director of a school cluster. More precisely, it was interested in this paper to understand the perceptions that the director had of her work in face of an educational context of multiple regulations, dilemmas and tensions in her role / position. The chosen theoretical framework included, mainly, the studies developed by Barroso (2005, 2006, 2009, 2011, 2013), Lima (2009, 2002), Carvalho (2009, 2016, 2018), Afonso (2018), Viseu (2018 ), Dinis (1997, 2002), Torres (2008, 2012) and Costa (2016) are Portuguese teachers and researchers who are references in the studies of educational policies, school management and organization, and the work of the principal, who have been following the processes of normative changes in school management in Portugal. The field research was conducted through a case study, with a single director, through a qualitative, descriptive and interpretative approach. Two types of data collection instruments were used, the analysis of the document “Intervention Project”, and two semi-structured interviews with the director to obtain their perceptions. The results of the data, in general, revealed a principal with many experiences in the school management area, with many responsibilities, and who develops a large and diverse set of activities daily. In his prescriptions he says he spends more time in administrative activities, with expressive attention and concern with the school / group accounting. And while he is aware of the changes that have been made by legal regulations in school management and the position of principal, such as the broadening of democratization of local decision-makers, and the increased work in the principal position, he said, he does not perceive increased control of the organs and actors over his role. Although she recognizes that there are many actors and instances, she considers normal and healthy moments of social scrutiny, organization evaluations and the performance of the work, an understanding that can be understood when related to her self-declared leadership style. Be a democratic school leader with appreciation for collective, participative work, and for sharing decision-making and responsibilities.
This report was delivered as part of the master of education course, area of Educational Administration at the Institute of the University of Lisbon, and focuses on the work of a director of a school cluster. More precisely, it was interested in this paper to understand the perceptions that the director had of her work in face of an educational context of multiple regulations, dilemmas and tensions in her role / position. The chosen theoretical framework included, mainly, the studies developed by Barroso (2005, 2006, 2009, 2011, 2013), Lima (2009, 2002), Carvalho (2009, 2016, 2018), Afonso (2018), Viseu (2018 ), Dinis (1997, 2002), Torres (2008, 2012) and Costa (2016) are Portuguese teachers and researchers who are references in the studies of educational policies, school management and organization, and the work of the principal, who have been following the processes of normative changes in school management in Portugal. The field research was conducted through a case study, with a single director, through a qualitative, descriptive and interpretative approach. Two types of data collection instruments were used, the analysis of the document “Intervention Project”, and two semi-structured interviews with the director to obtain their perceptions. The results of the data, in general, revealed a principal with many experiences in the school management area, with many responsibilities, and who develops a large and diverse set of activities daily. In his prescriptions he says he spends more time in administrative activities, with expressive attention and concern with the school / group accounting. And while he is aware of the changes that have been made by legal regulations in school management and the position of principal, such as the broadening of democratization of local decision-makers, and the increased work in the principal position, he said, he does not perceive increased control of the organs and actors over his role. Although she recognizes that there are many actors and instances, she considers normal and healthy moments of social scrutiny, organization evaluations and the performance of the work, an understanding that can be understood when related to her self-declared leadership style. Be a democratic school leader with appreciation for collective, participative work, and for sharing decision-making and responsibilities.
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Regulação Diretor escolar Administração escolar Liderança escolar Teses de mestrado - 2019