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Avaliação do contexto de implementação do projeto educativo : caso de um agrupamento de escolas sem contrato de autonomia
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Advisor(s)
Abstract(s)
Na tentativa de melhorar os resultados do serviço educativo, gerou-se um consenso
em torno das vantagens da autonomia escolar com base num projeto educativo participado
que reúna um conjunto de políticas educativas territorializadas. Esta (re)politização do espaço
educativo é uma oportunidade para, através do empoderamento dos atores locais, melhorar os
processos sociais em curso dentro e fora das escolas. Apesar do entusiasmo gerado pelo
conceito, subsiste o problema de saber se atualmente estão reunidas as condições de contexto
para (re)politizar os espaços educativos com vista à melhoria do sistema social, favorecendo
o desenvolvimento de mais e melhores compromissos sociais e pessoais. Com o presente
trabalho, procuramos avaliar em que medida a retórica oficial de conceder autonomia aos
agrupamentos ou escolas não agrupadas, tendo por base um projeto educativo próprio, tem
tradução no enquadramento normativo e na ação política. Em que medida um agrupamento
vertical de escolas da periferia da cidade de Lisboa está disposto a assumir a responsabilidade
pela elaboração, implementação e avaliação de um projeto educativo localmente construído?
Em que medida os mecanismos de supervisão e controlo do Estado valorizam as políticas
territorializadas definidas no projeto educativo? No âmbito de um estudo de caso, a análise de
conteúdo do discurso oficial demonstra que o Estado, embora faça uso retórico da autonomia
escolar, resiste a transferir competências para as comunidades locais. Através de uma resemantização
dos conceitos definidos na Constituição da República Portuguesa e na Lei de
Bases do Sistema Educativo, a legislação setorial tende a traduzir para a realidade nacional as
orientações das organizações internacionais que defendem a aproximação da educação à
lógica de mercado. Por seu lado, a comunidade estudada, com base nas respostas a um
questionário, valoriza uma educação que tenha em consideração as “(...) necessidades
resultantes da realidade social, contribuindo para o desenvolvimento pleno e harmoniosos da
personalidade dos indivíduos, incentivando a formação de cidadãos livres, responsáveis,
autónomos e solidários e valorizando dimensão humana do trabalho” (Lei 49/2005, Artº 2º).
In an attempt to improve education system’ results, an agreement has been reached about the advantages of schools’ autonomy based upon a participated educational project, which combines several regional educational policies. To (re)politicize education is quite an opportunity to improve ongoing social processes, either in and out of school, through the empowerment of its local actors. Although this concept has caused some enthusiasm, some questions still remain to answer, such as to know exactly whether present context conditions are up to (re)politicize education in order to improve social system, to promote the development of further and better personal and social commitment. Our essay aims at assessing the real application of official rhetoric about schools’ autonomy, based upon an educational project, in legislative and political action. Are schools in Lisbon suburbs seriously interested in taking the responsibility to elaborate, implement and assess a locally designed educational project? Can state’s supervising and controlling methods value those territorial educational policies as defined in each school’s educational project? Content analysis in case study research have shown that the State, despite praising schools’ autonomy, avoids delegating powers to local communities. Through the redefinition of concepts from the Constitution of Portuguese Republic and from the Education System Basic Law, sectorial legislation tends to spread nationwide the ideas from international organizations which stand for the education as a market-based system. On the other hand, based on responses to a survey, the studied community values an education which considers “social needs, promoting the individuals’ personality full and balanced development, encouraging the creation of free, responsible, autonomous and solidary citizens, valuing the human dimension of work” (Law 49/2005, art. 2)
In an attempt to improve education system’ results, an agreement has been reached about the advantages of schools’ autonomy based upon a participated educational project, which combines several regional educational policies. To (re)politicize education is quite an opportunity to improve ongoing social processes, either in and out of school, through the empowerment of its local actors. Although this concept has caused some enthusiasm, some questions still remain to answer, such as to know exactly whether present context conditions are up to (re)politicize education in order to improve social system, to promote the development of further and better personal and social commitment. Our essay aims at assessing the real application of official rhetoric about schools’ autonomy, based upon an educational project, in legislative and political action. Are schools in Lisbon suburbs seriously interested in taking the responsibility to elaborate, implement and assess a locally designed educational project? Can state’s supervising and controlling methods value those territorial educational policies as defined in each school’s educational project? Content analysis in case study research have shown that the State, despite praising schools’ autonomy, avoids delegating powers to local communities. Through the redefinition of concepts from the Constitution of Portuguese Republic and from the Education System Basic Law, sectorial legislation tends to spread nationwide the ideas from international organizations which stand for the education as a market-based system. On the other hand, based on responses to a survey, the studied community values an education which considers “social needs, promoting the individuals’ personality full and balanced development, encouraging the creation of free, responsible, autonomous and solidary citizens, valuing the human dimension of work” (Law 49/2005, art. 2)
Description
Tese de mestrado, Ciências da Educação (Avaliação em Educação), Universidade de Lisboa, Instituto de Educação, 2012
Keywords
Projectos educativos - Portugal Autonomia escolar Avaliação em educação - Portugal Teses de mestrado - 2012