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A intervenção municipal na construção de uma política educativa local : a representação das autarquias nas assembleias de escola : o caso da grande área metropolitana de Lisboa
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Orientador(es)
Resumo(s)
O presente estudo aborda a intervenção municipal, na construção de uma política
educativa local, com enfoque sobre a participação dos representantes autárquicos, nas
assembleias de escola.
Apesar de terem o mesmo enquadramento jurídico, as autarquias participam de forma
diferenciada num órgão de direcção que define as linhas orientadoras da actividade da escola.
Sendo assim, esta investigação considerou três eixos principais de pesquisa: a caracterização
do representante autárquico; a caracterização da actuação do representante autárquico,
enquanto membro da assembleia de escola; as representações sobre o seu papel relativamente
à assembleia de escola, ao modo de gestão escolar e ao papel da autarquia na Educação.
Decorrente do propósito deste trabalho, o quadro conceptual foi elaborado tendo em
conta a problemática da regulação da educação, a evolução da gestão escolar, em Portugal,
desde 1974, e o papel das autarquias na provisão da educação.
Neste estudo extensivo, de carácter qualitativo, tem lugar a análise documental e as
entrevistas semi-estruturadas, realizadas aos representantes de cinco autarquias, da Área
Metropolitana de Lisboa, com assento nas assembleias de escola, entre Setembro de 2003 a
Julho de 2005. Os resultados deste estudo apontam para as seguintes considerações:
- A representação das autarquias estudadas é exercida, maioritariamente, pelos
técnicos dos serviços. De acordo com João Pinhal (2001), a participação dos técnicos não
traduz uma legitimidade política inerente ao estatuto de dirigente, num órgão em que os
membros são eleitos pelos seus pares;
- A participação é reservada no caso dos técnicos municipais e, de mero observador,
no caso dos representantes das juntas de freguesia. O representante da autarquia orienta a sua
intervenção numa lógica de desenvolvimento local (Sarmento, 2000) e de parceria, evitando
confrontos. O actor autárquico age, formalmente, perante as atribuições determinadas pelo
quadro jurídico;
- O actor autárquico reconhece a importância da assembleia de escola, na definição
das políticas escolares. Considera, no entanto, que este órgão deliberativo está dependente da
hegemonia dos professores que detém o poder.
Apesar do discurso da autonomia e de participação, proposto pelo Decreto-Lei 115-
A/98 de 4 de Maio, a entrada dos novos actores não produziu alterações significativas na
administração e gestão dos estabelecimentos escolares. Os resultados deste estudo apontam para a existência de um estado centralizador e uma "evolução na continuidade" (Afonso, N. e
Viseu, 2001), considerando um reajuste na regulação vertical legitimada pela presença de
representantes locais.
The present study approaches the Municipal intervention, in the development of education politics, with focus on the participation of the local authorities, in the school assemblies. In spite of the same juridical framing, the local councils participate differently in the administration agency that defines the guidelines of the school activities. So, this investigation considers three main axles of research: the characterization of the local council representative; the characterization of the acting of the local council representative, while member of the school assembly; and the representations on its role relatively to the school assembly, the way of school management and the role of the local council in the Education. Pursuing the intention of this work, the conceptual picture was elaborated having in account the problematic of the education regulation, the evolution of the school management, in Portugal, since 1974, and the role of the local council in the education provision. In this extensive study, of qualitative pattern, it has place the document analysis and the semi-structured interviews, carried through the representatives of five local councils, in Lisbon Metropolitan Area, as a partner in the school assemblies, between September of 2003 until July of 2005. The results of this study point to the following considerations: - The representation of these local councils is exercised, essentially, by the employees. In agreement with João Pinhal (2001), the technicians' participation doesn't translate an inherent political legitimacy to leader's statute, in an agency where members are chosen by their pairs; - The participation is reserved in the Municipal technicians' case and, of mere observer, in the representatives' of the clientele committee's case. The representative of the local councils guides its intervention in logic of local development (Sarmento, 2000) and of "partnership, preventing confrontations. The local councilor acts, formally, before the certain attributions for the juridical picture, - The local councilor actor recognizes the importance of the school assembly, in the definition of the school politics. However, he considers that this deliberative agency is dependent of the teachers' hegemony that withholds the power. Although the speech of the autonomy and participation, considered for the Decree - Law No 115-A/98, May 4, the entrance of the new actors did not produce significant changes in the administration and management of the pertaining to school establishments. The results of this study point with respect to the existence of a state centralize and an "evolution in the continuity" (Afonso, N. and Viseu, 2001), considering a readjustment in the vertical regulation legitimated by the presence of local representatives.
The present study approaches the Municipal intervention, in the development of education politics, with focus on the participation of the local authorities, in the school assemblies. In spite of the same juridical framing, the local councils participate differently in the administration agency that defines the guidelines of the school activities. So, this investigation considers three main axles of research: the characterization of the local council representative; the characterization of the acting of the local council representative, while member of the school assembly; and the representations on its role relatively to the school assembly, the way of school management and the role of the local council in the Education. Pursuing the intention of this work, the conceptual picture was elaborated having in account the problematic of the education regulation, the evolution of the school management, in Portugal, since 1974, and the role of the local council in the education provision. In this extensive study, of qualitative pattern, it has place the document analysis and the semi-structured interviews, carried through the representatives of five local councils, in Lisbon Metropolitan Area, as a partner in the school assemblies, between September of 2003 until July of 2005. The results of this study point to the following considerations: - The representation of these local councils is exercised, essentially, by the employees. In agreement with João Pinhal (2001), the technicians' participation doesn't translate an inherent political legitimacy to leader's statute, in an agency where members are chosen by their pairs; - The participation is reserved in the Municipal technicians' case and, of mere observer, in the representatives' of the clientele committee's case. The representative of the local councils guides its intervention in logic of local development (Sarmento, 2000) and of "partnership, preventing confrontations. The local councilor acts, formally, before the certain attributions for the juridical picture, - The local councilor actor recognizes the importance of the school assembly, in the definition of the school politics. However, he considers that this deliberative agency is dependent of the teachers' hegemony that withholds the power. Although the speech of the autonomy and participation, considered for the Decree - Law No 115-A/98, May 4, the entrance of the new actors did not produce significant changes in the administration and management of the pertaining to school establishments. The results of this study point with respect to the existence of a state centralize and an "evolution in the continuity" (Afonso, N. and Viseu, 2001), considering a readjustment in the vertical regulation legitimated by the presence of local representatives.
Descrição
Tese de mestrado em Ciências da Educação (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 - Portugal Autarquias - educação Política educativa Regulação