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A escola em formação : a formação contínua de professores e a ideia de organização aprendente
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Resumo(s)
O estudo que aqui se apresenta, procura investigar as práticas e perspectivas que
os órgãos de direcção e gestão das escolas, possuem sobre a formação contínua de
professores, através dos elementos que as integram.
A investigação decorreu na base de uma metodologia de natureza qualitativa e
interpretativa num estudo de caso, definindo-se este como uma unidade de análise
constituída por um concelho, situado na envolvente de um grande centro urbano, duas
escolas de nível de ensino (Secundário) e uma área geográfica de um Centro de
Formação de Associação de Escolas (CFAE).
Neste trabalho procura-se registar, descrever e interpretar a realidade das duas
escolas em tomo da temática já referida.
Como tópico da investigação, foram apontados os aspectos relacionados com o
conhecimento da política das escolas sobre formação contínua de professores, as
características de gestão/organização das escolas, as inter-relações escola - CFAE da
sua área geográfica e a perspectivas dos diversos actores integrados em cargos de
direcção e gestão, sobre formação contínua de professores.
O projecto de investigação, foi delineado partindo do conhecimento de outros
estudos realizados sobre formação contínua de professores, elaborados sob diferentes
perspectivas, a saber: a partir dos Centros de Formação de Associações de Escolas
(CFAEs), a partir do posicionamento e intervenção dos directores dos CFAEs ou, a
partir dos professores enquanto actores e utentes de serviços de formação contínua.
No caso do presente estudo, procurou-se centrar a análise na escola, suas
politicas e perspectivas sobre formação contínua de professores, encarando-se enquanto
organização com regras e dinâmicas próprias, que podem ou não ser promotoras à noção
do formação em contexto contribuindo assim para a ocorrência das denominadas
organizações aprendentes ou qualificantes, consoante o conceito a atender.
Nas conclusões da investigação, verifica-se que a definição da politica de escola,
traduzida em documentos formais como o Projecto Educativo de Escola, não contempla
de forma explicita orientações relativas à formação contínua de professores, apesar dos
textos prévios e em redor deste documento, apontarem a formação contínua como
importante e imprescindível ao real cumprimento de planos de acção e intervenção na
escola, em suporte a esse desenvolvimento apontado nos princípios orientadores
definidos.
Numa perspectiva global, as escolas estudadas desenvolvem um quadro muito
peculiar de formulação e implementação das suas políticas, indicando duas formas de
definição dessas políticas: as explícitas, traduzidas pelos documentos e regulamentos
em vigor e as implícitas, que decorrem da intervenção prática diária, através dos
elementos de maior influência na escola, com especial relevo para o presidente do
Conselho Executivo, que utilizam e preenchem as margens de liberdade deixadas em
aberto, dado o carácter demasiado generalista dos documentos de natureza politica,
produzidos no âmbito da organização - escola.
Será dessas particularidades e seus contornos, numa perspectiva de análise
organizacional e formação contínua de professores centrada na escola que este trabalho
se estrutura e desenvolve.
The study here introduced, inquires practices and perspectives that school management and administration organs have on teachers continuous training, through integrative elements. This investigation used as methodology the qualitative and interpretative nature of a work case. This work case is defined as an analysis unit composed by municipality, located in the surroundings of a big urban centre, two secondary schools and a geographical area of a School Association Training Centre (SATC). This work attempts to register, describe and interpret different realities around the thematic from both schools. As a topic of investigation where pointed: all aspects connected with the knowledge of schools policy and teachers continuous training; school management characteristics; school inter-connection - School Association Training Centre from its geographical areas and the perspective from different performers integrated in management and direction as well as teachers continuous training. This research project was shaped from the knowledge of other studies made about teachers' continuous training, carefully worked out from different points of view, namely: from the School Association Training Centre; from the positioning and intervention of School Association Training Centre directors or from teachers in the role of performers and users of continuous training services. In this present study the focus was on the analysis at school, its policies and perspectives for teachers' continuous training, facing it as having an organization with rules and dynamics of its own. That can be, or not, a promotion to the idea of context training, contributing this way to the event of the so-called qualifying or apprenticeship organizations, according to the concept in use. This investigation concludes that its possible to assume the definition of schools policy translated in formal documents, as the School Educative Project, does not include in a specific way guidance towards teachers continuous training in spite of previous texts identifying continuous training as important and indispensable to real fulfilment of action and intervention plans at school, supporting that development recognized on the defined guidance principles. In a global perspective studied schools developed a very peculiar way of formulating and implementing their policies, showing two ways of definition for them: explicit, given by documents and regulation in use, and implicit, which elapse from practical daily intervention, through more influential school elements, with special relevance to the president of the Executive Counsel, using and fulfilling freedom opportunities left in open, given the generalist character from the political nature of documents produced amidst the school-organisation. This work is built and developed from these singularities and it outlines an organizational analysis of teachers' continuous training.
The study here introduced, inquires practices and perspectives that school management and administration organs have on teachers continuous training, through integrative elements. This investigation used as methodology the qualitative and interpretative nature of a work case. This work case is defined as an analysis unit composed by municipality, located in the surroundings of a big urban centre, two secondary schools and a geographical area of a School Association Training Centre (SATC). This work attempts to register, describe and interpret different realities around the thematic from both schools. As a topic of investigation where pointed: all aspects connected with the knowledge of schools policy and teachers continuous training; school management characteristics; school inter-connection - School Association Training Centre from its geographical areas and the perspective from different performers integrated in management and direction as well as teachers continuous training. This research project was shaped from the knowledge of other studies made about teachers' continuous training, carefully worked out from different points of view, namely: from the School Association Training Centre; from the positioning and intervention of School Association Training Centre directors or from teachers in the role of performers and users of continuous training services. In this present study the focus was on the analysis at school, its policies and perspectives for teachers' continuous training, facing it as having an organization with rules and dynamics of its own. That can be, or not, a promotion to the idea of context training, contributing this way to the event of the so-called qualifying or apprenticeship organizations, according to the concept in use. This investigation concludes that its possible to assume the definition of schools policy translated in formal documents, as the School Educative Project, does not include in a specific way guidance towards teachers continuous training in spite of previous texts identifying continuous training as important and indispensable to real fulfilment of action and intervention plans at school, supporting that development recognized on the defined guidance principles. In a global perspective studied schools developed a very peculiar way of formulating and implementing their policies, showing two ways of definition for them: explicit, given by documents and regulation in use, and implicit, which elapse from practical daily intervention, through more influential school elements, with special relevance to the president of the Executive Counsel, using and fulfilling freedom opportunities left in open, given the generalist character from the political nature of documents produced amidst the school-organisation. This work is built and developed from these singularities and it outlines an organizational analysis of teachers' continuous training.
Descrição
Tese de mestrado em Ciências da Educação (Formação de Adultos) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2003
Palavras-chave
Teses de mestrado - 2003 Professores - Formação Desenvolvimento profissional - Professores Administração escolar Autonomia escolar