A carregar...
Publicação
Uma medida de política pública : escola a tempo inteiro : estudo de caso do agrupamento de escolas de Miraflores
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 128.29 KB | Adobe PDF | |||
| 770.05 KB | Adobe PDF | |||
| 174.51 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A Organização para a Cooperação e Desenvolvimento Económico [OCDE] tem dedicado
particular interesse à educação no quadro das agendas políticas e económicas associadas à
sociedade do conhecimento, pelo que a medida de política educativa Escola a Tempo Inteiro
[ETI], incide nos domínios prioritários de intervenção estratégica de inovação e
melhoramento das competências básicas preconizados por aquela organização
internacional. A medida ETI, através de um conjunto de experiências abrangidas pelas
designadas Atividades de Enriquecimento Curricular [AEC], procura assim responder às
necessidades das famílias, garantindo aos seus educandos um serviço educativo de
qualidade e apoio ao estudo ao longo de todo o período escolar diário.
Pretende-se, com este trabalho, analisar o modo como a medida Escola Tempo Inteiro
foi implementada num agrupamento de escolas da Região da Grande Lisboa e em particular
a perceção de pais e professores relativamente à sua eficácia/eficiência e respetivo impacto.
Foram inquiridos duzentos e vinte e dois pais e encarregados de educação de alunos do 1.º
ciclo, através de questionário, e realizadas entrevistas semi-diretivas a uma amostra de dez
professores com experiência de AEC. A análise dos questionários aos pais e encarregados
de educação recorreu ao modelo das classes latentes, tendo as entrevistas aos professores
sido submetidas a uma análise de conteúdo temática simples.
De acordo com os resultados, os inquiridos, pais e professores, valorizam as finalidades
da medida ETI, sublinhando a sua efetiva importância do ponto de vista de adaptar os
tempos de permanência das crianças nos estabelecimentos de ensino às necessidades das
famílias, assegurados por atividades complementares das aprendizagens.Todavia, levantam
algumas dúvidas quanto à sua eficácia/eficiência, designadamente porque nem sempre
encontram no terreno as infraestruturas, equipamentos e recursos adequados à
ação/implementação da medida.
The Organization for Economic Cooperation and Development [OECD] has devoted particular interest to education within the framework of political and economic agendas associated with the knowledge society, so that the measure of educational policy Full Time School [TSI], focuses on priority areas intervention strategy of innovation and improvement of basic skills advocated by that international organization. As TSI, through a set of experiences covered by the designated Curriculum Enrichment Activities [AEC], thus seeking to meet the needs of families, ensuring their students a quality education service and support to the study throughout the school year diary. It is intended with this work, examine how the measure was implemented School Full Time in a grouping of schools in the region of Lisbon and in particular the perception of parents and teachers regarding the effectiveness / efficiency and respective impact. We interviewed two hundred twenty-two parents and guardians of students in one.Cycle through a questionnaire and semi-directive interviews with a sample of ten teachers with experience in AEC.The analysis of questionnaires to parents and guardians used the model of latent classes, and interviews teachers were subjected to a thematic content analysis simple. According to the results, respondents, parents and teachers value the purpose of the measure TSI, stressing the importance of effective point of view of adapting the residence times of children in schools to the needs of families, provided by complementary activities of learning. However, raise some doubts as to their effectiveness / efficiency, particularly as not always at the grass roots infrastructure, equipment and resources appropriate to the action / implementation of the measure.
The Organization for Economic Cooperation and Development [OECD] has devoted particular interest to education within the framework of political and economic agendas associated with the knowledge society, so that the measure of educational policy Full Time School [TSI], focuses on priority areas intervention strategy of innovation and improvement of basic skills advocated by that international organization. As TSI, through a set of experiences covered by the designated Curriculum Enrichment Activities [AEC], thus seeking to meet the needs of families, ensuring their students a quality education service and support to the study throughout the school year diary. It is intended with this work, examine how the measure was implemented School Full Time in a grouping of schools in the region of Lisbon and in particular the perception of parents and teachers regarding the effectiveness / efficiency and respective impact. We interviewed two hundred twenty-two parents and guardians of students in one.Cycle through a questionnaire and semi-directive interviews with a sample of ten teachers with experience in AEC.The analysis of questionnaires to parents and guardians used the model of latent classes, and interviews teachers were subjected to a thematic content analysis simple. According to the results, respondents, parents and teachers value the purpose of the measure TSI, stressing the importance of effective point of view of adapting the residence times of children in schools to the needs of families, provided by complementary activities of learning. However, raise some doubts as to their effectiveness / efficiency, particularly as not always at the grass roots infrastructure, equipment and resources appropriate to the action / implementation of the measure.
Descrição
Dissertação de Mestrado em Administração Pública
Palavras-chave
Organização educativa Políticas públicas educativas e curriculares Implementação Perceções/ Representações Monitorização/Avaliação Escola a tempo inteiro Educational organization Public policy and education curriculum Implementation Perceptions / Representations Street level workers Monitoring / Evaluation Full time school
Contexto Educativo
Citação
Editora
Instituto Superior de Ciências Sociais e Políticas