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A educação pré-escolar nos agrupamentos de escolas e a avaliação externa : estudo de caso múltiplo em agrupamentos sujeitos ao programa inspectivo de avaliação integrada das escolas
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Orientador(es)
Resumo(s)
A investigação realizada encontra-se inserida no projecto global de investigação do Mestrado em
Ciências da Educação - Área de Especialização em Administração Educacional (2001-2003), cujo
objectivo geral é o de caracterizar o impacto da avaliação externa no desenvolvimento
organizacional das escolas, através dos dispositivos, procedimentos e produtos da intervenção
inspectiva e dos contextos organizacionais onde decorreu a referida intervenção, através de um
programa de avaliação externa - "O Programa de Avaliação Integrada das Escolas" (PAIE),
desenvolvido pela Inspecção-Geral da Educação (IGE).
Esta investigação procurou estudar a integração da educação pré-escolar na estrutura organizacional dos
agrupamentos de escolas e a participação dos educadores de infância nos órgãos e processos organizacionais
de tomada de decisão, no contexto de uma dinâmica organizacional específica - a aplicação do Programa de
Avaliação Integrada das Escolas.
A constituição dos agrupamentos de escolas posto em prática pelo Decreto-Lei 115-A/98, de 4 de Maio,
insere-se nas mudanças estruturais na educação ligadas à autonomia e à territorialização das políticas
educativas. Configurava a possibilidade de constituição de duas tipologias: "horizontal" e "vertical", funcionando
como unidades organizacionais, onde foram integrados os jardins de infância da rede pública do Ministério da
Educação. Propunha novas linhas de acção na gestão e administração das escolas e destinava-se a dar
cumprimento a três objectivos fundamentais: a articulação e sequencialidade curricular do ensino básico, a
gestão articulada de recursos e projectos, e a descentralização e inserção territorial dos projectos educativos.
Esta nova lógica de administrar e gerir as escolas tem subjacente novos modos de regulação das políticas
educativas e a concepção de novos mecanismos de avaliação externa, em que os serviços de inspecção foram
solicitados a ser um instrumento de apoio à autonomia das escolas e à sua avaliação. A concepção e aplicação
do Programa de Avaliação Integrada das Escolas surgiu neste contexto.
Trata-se de um estudo qualitativo, cujo posicionamento epistemológico é interpretativo, construído a partir dos
discursos dos actores, análise documental e visitas/observações, realizado através de um estudo de caso
múltiplo em dois agrupamentos de escolas, um "horizontal" e outro "vertical".
Pretendeu ser um olhar possível do sistema de acção concreto que constitui cada um dos agrupamentos
estudados e dos sentidos da acção subjacente aos processos de integração e de participação em contexto
organizacional. Na medida em que a acção organizacional se realiza no interior de relações de poder, que tanto
se exprimem nas manifestações micropolíticas, como nos efeitos macropolíticos da intervenção do Estado no
interior das escolas, a efectiva concretização das políticas educativas resulta sempre da interpretação feita
pelos actores. Para tal, elegemos a abordagem micropolítica e simbólica que contemplou a organização, os
actores e a acção organizacional num contexto de autonomia.
Numa apreciação global, podemos referir que as lógicas de acção não identificaram as práticas curriculares
integradas e a participação como processos construídos pela interacção e a partilha de poder pelos actores. As
formas de organização e execução parecem não ter quebrado o isolamento das pessoas, dos espaços e das
práticas, pelo que o agrupamento de escolas parece não recusar as formas globalizadas de regulação. As
realizações da autonomia que vislumbrem a construção da integração e da participação como um processo
estruturante e como condição de concretizar as finalidades educativas ainda parecem permanecer no plano das
intenções.
This research work is part of the broader research project of the Master of Educational Sciences - Specialization in Educational Administration (2001-2003). The main aim of this project is to characterize the impact of the external assessment on the organizational development of schools through normatives, procedures and products of inspection intervention, and the organizational context where the intervention occurred, through a program of external evaluation - "The Program of Integrated Evaluation of Schools (PAIE) developed by the General Educational Inspection (IGE). The aim of this research work is to study the integration of pre-school education in the organizational structure of school clusters and the participation of playgroup teachers in the decision making organs and organizational processes in the context of a specific organizational dynamics - the application of the Program of Integrated Evaluation of Schools. The creation of school clusters made possible by the Decree Law nº 115-A/98, of 4th May, belongs to a series of structural changes in education linked with the autonomy and territorial delimitation of the educational policies. It configured the possibility of creation of two different typologies: "horizontal" and "vertical", working as organizational units where the public pre-school playgroups were integrated. It proposed new lines of action in the management and administration of schools and was targeted to accomplish three fundamental objectives: the articulation and curricular sequence of the basic education, the articulated management of resources and projects, and the decentralization and territorial Integration of the educative projects. This new logic for administrating and managing schools lies on new modes of regulating the educative policies and the conception of new mechanisms of extemal evaluation where the inspection services were asked to be an instrument for helping the autonomy of schools and its evaluation. The conception and application of the Program of Integrated Evaluation of Schools arose in this context. The present study is mainly qualitative, where the epistemological position is Interpretative and was built from the speech of the actors, documental analysis and visits/observations held through a multiple case study in two school clusters, one "horizontal" and another one "vertical". We aimed to provide a look over the actual action system that constitutes each of the clusters analyzed and of the directions of the action underlying the processes of integration and participation in organizational framework. Since the organizational action is held within power relations, expressed both in terms of micro politics and the macro political effects of the Government intervention in the schools, the effective realization of the educative policies is always the result of the interpretation made by the actors. To this end, we elected the micro-political and symbolical approach that contemplated the organization, the actors, and the organizational action in a framework of autonomy. Globally, we may refer that the action logics did not identify the integrated curricular practices and the participation as processes built by the interaction and the share of power by the actors. The organizational forms and effecting do not appear to break the isolation of people, of spaces, and of practices, and thus the school clustering does not seem to refuse the global forms of regulation. The realizations of autonomy directed to the construction of integration and participation as a structuring process and as a condition to concretize the educative finalities, still look to remain in the level of simple intentions.
This research work is part of the broader research project of the Master of Educational Sciences - Specialization in Educational Administration (2001-2003). The main aim of this project is to characterize the impact of the external assessment on the organizational development of schools through normatives, procedures and products of inspection intervention, and the organizational context where the intervention occurred, through a program of external evaluation - "The Program of Integrated Evaluation of Schools (PAIE) developed by the General Educational Inspection (IGE). The aim of this research work is to study the integration of pre-school education in the organizational structure of school clusters and the participation of playgroup teachers in the decision making organs and organizational processes in the context of a specific organizational dynamics - the application of the Program of Integrated Evaluation of Schools. The creation of school clusters made possible by the Decree Law nº 115-A/98, of 4th May, belongs to a series of structural changes in education linked with the autonomy and territorial delimitation of the educational policies. It configured the possibility of creation of two different typologies: "horizontal" and "vertical", working as organizational units where the public pre-school playgroups were integrated. It proposed new lines of action in the management and administration of schools and was targeted to accomplish three fundamental objectives: the articulation and curricular sequence of the basic education, the articulated management of resources and projects, and the decentralization and territorial Integration of the educative projects. This new logic for administrating and managing schools lies on new modes of regulating the educative policies and the conception of new mechanisms of extemal evaluation where the inspection services were asked to be an instrument for helping the autonomy of schools and its evaluation. The conception and application of the Program of Integrated Evaluation of Schools arose in this context. The present study is mainly qualitative, where the epistemological position is Interpretative and was built from the speech of the actors, documental analysis and visits/observations held through a multiple case study in two school clusters, one "horizontal" and another one "vertical". We aimed to provide a look over the actual action system that constitutes each of the clusters analyzed and of the directions of the action underlying the processes of integration and participation in organizational framework. Since the organizational action is held within power relations, expressed both in terms of micro politics and the macro political effects of the Government intervention in the schools, the effective realization of the educative policies is always the result of the interpretation made by the actors. To this end, we elected the micro-political and symbolical approach that contemplated the organization, the actors, and the organizational action in a framework of autonomy. Globally, we may refer that the action logics did not identify the integrated curricular practices and the participation as processes built by the interaction and the share of power by the actors. The organizational forms and effecting do not appear to break the isolation of people, of spaces, and of practices, and thus the school clustering does not seem to refuse the global forms of regulation. The realizations of autonomy directed to the construction of integration and participation as a structuring process and as a condition to concretize the educative finalities, still look to remain in the level of simple intentions.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Administração Educacional) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Educação pré-escolar - Portugal Avaliação das escolas Inspecção escolar Administração escolar - Portugal Autonomia escolar