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A participação dos pais na assembleia do agrupamento : estudo de caso num agrupamento vertical de escolas
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Orientador(es)
Resumo(s)
Neste trabalho de investigação procede-se à análise da participação dos pais e encarregados
de educação na Assembleia de um Agrupamento Vertical de Escolas. Assim o nosso
estudo baseou-se em torno de uma questão centrai: Qual o tipo de participação dos pais na
Assembleia do Agrupamento?
Para a realização deste trabalho estudou-se "um caso" de participação dos pais, recorrendo
ao contributo das teorias dos modelos organizacionais, nomeadamente: A escola como
organização burocrática e ao modelo Micropolítico.
Completamos o quadro conceptual com a abordagem aos conceitos de democracia e
participação na organização escolar. Este quadro conceptual foi posteriormente utilizado
para a análise quer de alguns elementos normativos, quer das práticas de participação dos
pais no contexto da Assembleia do Agrupamento.
A selecção do Agrupamento em que desenvolvemos o nosso estudo deveu-se, por um lado,
ao conhecimento que já possuíamos do local, pelo facto desta Assembleia ser constituída
por quatro elementos dos pais e encarregados de educação, o que não é muito comum em
grande parte das Assembleias de Agrupamento e pelo facto destes pais serem muito
assíduos às reuniões da Assembleia, parecendo-nos, assim, ter condições, á partida, para
nos proporcionar um contexto rico em informação empírica.
Desenvolveu-se um trabalho de natureza qualitativo, descritivo / interpretativo. A base da
metodologia integrou a pesquisa documental e a realização de entrevistas semi-estruturadas.
O tratamento conjugado dos dados obtidos pela pesquisa documental e pelo
inquérito por entrevistas semi-estruturadas permitiu-nos identificar o tipo de participação
dos pais na Assembleia do Agrupamento. Verifica-se assim que os pais desenvolvem uma
participação indirecta, formal, activa /reservada e convergente com a vontade do grupo
maioritário na Assembleia.
Conclui-se assim que a maioria dos pais membros da Assembleia, são pais/professores, que
representam interesses particulares, que não estabelecem contacto com os restantes pais,
que não tem acesso prévio à informação em discussão na Assembleia e desconhecem as
suas funções e competências da Assembleia.
Apesar de haver paridade na Assembleia constata-se uma polarização do grupo dos
professores.
In this research we preceded to analyze the participation of parents and tutors in the School Vertical Grouping Assembly. Therefore, our work focused in a nucleus question: in what way do parents participate in the School Grouping Assembly? In order to perform this work we studied an example of parents' partnership. So, we went through the theories of organizational models, namely the School as a bureaucratic system or organization and the micro politic model. We have completed the conceptual schema with the study of the democracy conception and the participation in the School organization. This conceptual schema was lately used to analyse both, some normative elements, and the experience of parent's partnership in the Grouping Assembly context. The reason why we selected the Grouping, where we developed our study, was on one hand due to the knowledge we had of the place and on the other hand due to the fact that this Assembly is constituted for four parents. This is very unusual in the majority of Assemblies. It is important to ad the fact that these parents are diligent. So, all these facts seem to have the best conditions to present a fertile context in empirical information. We tried to develop a qualitative, descriptive and interpretative methodology. This work was supported by documentary research and semi structured interviews. That enabled us to identify what kind of participation parents have in the Grouping Assembly. We verified that parents raise an indirect, formal, active/discreet and, also a convergent contribution with the willingness of the major group in the Assembly. We come to the conclusion that the majority of members parents in the Assembly are parents/teachers, which represents private interests, also that they don't cope with the rest of the parents, they don't have former access to the issues in the debates and they don't know their own duties or functions within the Assembly. Nevertheless the parity in the Assembly, it's evident a certain bipolarisation from the teachers group.
In this research we preceded to analyze the participation of parents and tutors in the School Vertical Grouping Assembly. Therefore, our work focused in a nucleus question: in what way do parents participate in the School Grouping Assembly? In order to perform this work we studied an example of parents' partnership. So, we went through the theories of organizational models, namely the School as a bureaucratic system or organization and the micro politic model. We have completed the conceptual schema with the study of the democracy conception and the participation in the School organization. This conceptual schema was lately used to analyse both, some normative elements, and the experience of parent's partnership in the Grouping Assembly context. The reason why we selected the Grouping, where we developed our study, was on one hand due to the knowledge we had of the place and on the other hand due to the fact that this Assembly is constituted for four parents. This is very unusual in the majority of Assemblies. It is important to ad the fact that these parents are diligent. So, all these facts seem to have the best conditions to present a fertile context in empirical information. We tried to develop a qualitative, descriptive and interpretative methodology. This work was supported by documentary research and semi structured interviews. That enabled us to identify what kind of participation parents have in the Grouping Assembly. We verified that parents raise an indirect, formal, active/discreet and, also a convergent contribution with the willingness of the major group in the Assembly. We come to the conclusion that the majority of members parents in the Assembly are parents/teachers, which represents private interests, also that they don't cope with the rest of the parents, they don't have former access to the issues in the debates and they don't know their own duties or functions within the Assembly. Nevertheless the parity in the Assembly, it's evident a certain bipolarisation from the teachers group.
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 educacional Encarregados de educação Agrupamento de escolas Administração escolar