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Gestão e liderança escolar em contexto de pandemia - Um estudo de caso
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Resumo(s)
A pandemia pelo SARS-CoV-2 gerou uma crise mundial que afetou, de modo particular,
as escolas. Nestas, os órgãos de gestão, respondendo às necessidades dos alunos e familiares e considerando os constrangimentos da situação, atuaram, atendendo ao que o contexto mundial lhes exigia. Dado que, no período de pandemia, as escolas foram sujeitas a
dois períodos de confinamento, um entre março e julho de 2020 e outro entre janeiro e
abril de 2021, fases em que o ensino decorreu à distância, estudámos em que medida os
gestores e as estruturas intermédias coordenaram a distância os professores e através de
que processos de liderança. A informação recolhida em seis entrevistas semiestruturadas
(cinco coordenadores e diretor) foi complementada pela informação resultante de pesquisa arquivística (regulamento interno, projeto educativo, plantas do imóvel, tabelas de
registo de funcionários, entre outros), numa investigação que assumiu a forma de um
estudo de caso. Os resultados evidenciam que, na globalidade do período em estudo, as
tarefas de relações humanas/liderança e gestão de pessoal bem como as tarefas técnicas/
educativas (pedagógicas), foram as que tiveram maior representatividade para o diretor e
para os cinco coordenadores. Do estudo sobressai, ainda, que as ações do diretor foram
desencadeadas prontamente com relação à coordenação das estruturas intermédias e à
partilha de responsabilidades, tendo-se acautelado o bem-estar dos professores e o reconhecimento pelo seu trabalho e dedicação. Destaca-se também a preocupação do diretor
com o bem-estar dos alunos e a capacitação dos docentes, no sentido de poderem manter
a lecionação com qualidade. Para além do referido, a investigação revela que a organização estudada contou com um «compromisso coletivo» e uma partilha de responsabilidades e funções, aproximando-se de um processo de liderança distribuída que, segundo os
coordenadores, foi o principal fator que esteve na base da boa resposta dada por esta
escola.
The SARS-CoV-2 pandemic generated a global crisis that particularly affected schools. In response to the needs of students and their families, schools administrations acted, considering what the world context demanded of them and all the constraints of the situation. Through the pandemic period, schools were subject to two periods of confinement, from March to July 2020 and from January to April 2021, during which online learning took place. Given that, we studied how managers and intermediary structures coordinated the teachers at a distance and through which leadership processes. The data collected in six semi-structured interviews (five coordinators and the principal) was complemented by information resulting from archival research (internal regulation, educational project, building plans, employee registration tables, among others), in a case study research. The results show that, in the overall period under study, the tasks of human relations/leadership and personnel management, as well as the technical/educational (pedagogical) tasks, were the ones that were more representative for the principal and for the five coordinators. The study also highlights that the principal's actions were triggered promptly when it came to the coordination of intermediate management structures and the sharing of responsibilities. Taking care of the well-being of the teachers and the recognition for their work and dedication also was ensured. Also noteworthy is the principal's concern with the well-being of the students and the training of teachers, in order to maintain quality teaching. In addition to the above, the study reveals that the organization showed «collective commitment», as well as sharing of responsibilities and functions, thus resembling a process of distributed leadership, which, according to the coordinators, was the main factor leading to the good response given by the school.
The SARS-CoV-2 pandemic generated a global crisis that particularly affected schools. In response to the needs of students and their families, schools administrations acted, considering what the world context demanded of them and all the constraints of the situation. Through the pandemic period, schools were subject to two periods of confinement, from March to July 2020 and from January to April 2021, during which online learning took place. Given that, we studied how managers and intermediary structures coordinated the teachers at a distance and through which leadership processes. The data collected in six semi-structured interviews (five coordinators and the principal) was complemented by information resulting from archival research (internal regulation, educational project, building plans, employee registration tables, among others), in a case study research. The results show that, in the overall period under study, the tasks of human relations/leadership and personnel management, as well as the technical/educational (pedagogical) tasks, were the ones that were more representative for the principal and for the five coordinators. The study also highlights that the principal's actions were triggered promptly when it came to the coordination of intermediate management structures and the sharing of responsibilities. Taking care of the well-being of the teachers and the recognition for their work and dedication also was ensured. Also noteworthy is the principal's concern with the well-being of the students and the training of teachers, in order to maintain quality teaching. In addition to the above, the study reveals that the organization showed «collective commitment», as well as sharing of responsibilities and functions, thus resembling a process of distributed leadership, which, according to the coordinators, was the main factor leading to the good response given by the school.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Administração Educacional), 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Administração escolar Liderança Diretores de estabelecimentos de ensino Covid 19 Autonomia escolar Dissertações de mestrado - 2022