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A regulação local da educação, os fluxos escolares e as lógicas de acção que os determinam
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Resumo(s)
A presente investigação insere-se na problemática da regulação local da educação e
tomou como objecto de estudo a formação dos fluxos escolares e as lógicas de acção
que os determinam. Suportada em quadros teóricos de referência, procura Inferir-se
essas lógicas segundo duas perspectivas: uma a partir das representações sociais
sobre as escolas e de como elas podem condicionar a escolha da escola; outra a partir
da perspectiva das escolas enquanto sistemas de acção concretos, onde através do
jogo estratégico dos actores e do exercício de influências se constróem ordens locais
próprias. Na metodologia seguida, a opção foi por um estudo de tipo naturalista, em
que a estratégia utilizada foi a de um estudo de caso de natureza instrumental e o
dispositivo montado a partir de três instrumentos principais de recolha de dados: a
pesquisa documental: o inquérito por questionário e a entrevista. A materialização foi
concretizada a partir do contexto empírico de um território educativo constituído por
três escolas próximas, onde devido à contracção demográfica se tem verificado uma
acentuada redução do número de alunos, que fez emergir entre elas um fenómeno de
concorrência. Foi possível identificar sobretudo duas lógicas de acção no processo de
escolha da escola: a "lógica do serviço público" que parte do pressuposto de que a
escola realiza uma finalidade geral, que transcende os próprios actores envolvidos,
sendo por isso indiferente a opção por uma ou outra escola, neste caso caracterizada
sobretudo por razões de natureza mais afectiva e operacional; e a "lógica de mercado"
que assenta na concorrência entre escolas sobretudo a partir de critérios baseados na
qualidade da oferta, na eficácia, na eficiência e principalmente nos resultados
educativos. Os comportamentos das famílias não são todavia homogéneos, pois são
determinados em função de múltiplas variáveis, como o grupo social de pertença e as
diferentes representações construídas sobre as escolas mas, sobretudo, a partir da
influência exercida pela ordem política na comunidade e em cada escola.
The present work is an approach to the local regulation of education and the study was focused in the formation of the pupils' flows at schools and the logics of actions that determine them. Supported by the reference theoretical frames, this work tries to infer such logics under two perspectives: one taking into account the social representations of the schools and how they can influence the choice of the school; the other taking Into account the perspective of the schools as concrete action systems, where specific local orders are constructed through the actors strategic games and the exercise of influences. The followed methodology opted for a study of a naturalistic type in which the strategy used was that of an instrumental case study. The research device was organised from three main data collecting instruments: the documental research, the survey and the interviews. The materialization was earned out from the empirical context of an educational territory with three nearby schools, where there has been a significant reduction in the number of students owing to the demographic contraction which caused a competition phenomenon among them. It was possible , to identify mainly two different logics of actions in the process of school choice: the "logic of the public service" assuming that the school is to accomplish a general purpose lying beyond the actors involved, thus being rather irrelevant whether are takes one or the other option which is mainly dictated by affection and operational reasons; and the "market logic" which is based on the competition among the schools under criteria of quality supply, effectiveness, efficiency and above all the educational student results. However, families' behaviours are not homogeneous since they are detennined by multiple variables like the social groups they belong to and the different representations constructed about the schools, but they are mainly determined by the influence exercised by the political order in the community and in each school.
The present work is an approach to the local regulation of education and the study was focused in the formation of the pupils' flows at schools and the logics of actions that determine them. Supported by the reference theoretical frames, this work tries to infer such logics under two perspectives: one taking into account the social representations of the schools and how they can influence the choice of the school; the other taking Into account the perspective of the schools as concrete action systems, where specific local orders are constructed through the actors strategic games and the exercise of influences. The followed methodology opted for a study of a naturalistic type in which the strategy used was that of an instrumental case study. The research device was organised from three main data collecting instruments: the documental research, the survey and the interviews. The materialization was earned out from the empirical context of an educational territory with three nearby schools, where there has been a significant reduction in the number of students owing to the demographic contraction which caused a competition phenomenon among them. It was possible , to identify mainly two different logics of actions in the process of school choice: the "logic of the public service" assuming that the school is to accomplish a general purpose lying beyond the actors involved, thus being rather irrelevant whether are takes one or the other option which is mainly dictated by affection and operational reasons; and the "market logic" which is based on the competition among the schools under criteria of quality supply, effectiveness, efficiency and above all the educational student results. However, families' behaviours are not homogeneous since they are detennined by multiple variables like the social groups they belong to and the different representations constructed about the schools, but they are mainly determined by the influence exercised by the political order in the community and in each school.
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, 2005
Palavras-chave
Teses de mestrado - 2005 Administração educacional Regulação Fluxos escolares Representações sociais Lógicas de acção - trabalho