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Planos de melhoria, aprendizagem organizacional e regulação da educação : uma análise dos planos de melhoria das escolas da Área Territorial de Inspeção de Lisboa e Vale do Tejo (2012-2013)
Orientador(es)
Resumo(s)
O presente relatório foi desenvolvido no âmbito de um estágio curricular realizado na Inspeção-Geral da Educação e Ciência (IGEC), com a duração de nove meses, tendo em vista a conclusão do ciclo de estudos conducente ao grau de Mestre em Ciências da Educação, com especialização na área da Administração Educacional. Reflete os momentos de aprendizagem e competências adquiridas com a participação em três principais atividades desenvolvidas pela IGEC, designadamente a Avaliação Externa das Escolas (AEE), as Escolas Europeias e a Conferência Internacional Permanente das Inspeções Gerais e Nacionais de Educação (SICI). Integra, ainda, a caraterização da IGEC segundo um olhar pela sua estrutura e cultura organizacional.
O projeto de investigação tem como tema a aprendizagem organizacional, enquanto processo que se desenvolve no interior da escola e conduz à melhoria organizacional. Paralelamente, aborda as diferentes dinâmicas de regulação autónoma evidenciadas pelas escolas, no que diz respeito à definição de um conjunto de estratégias, em direção à melhoria organizacional, determinadas pela administração educativa através da construção de um plano de melhoria, de caráter obrigatório, na sequência da AEE.
Inserido no quadro da investigação naturalista, a metodologia adotada foi a pesquisa arquivística e a análise documental de dezasseis planos de melhoria e respetivos relatórios de avaliação externa. Através da Teoria de Ação, de Argyris e Schӧn, foi possível identificar sistemas de aprendizagem de ciclo simples (i.e. escolas que identificam fragilidades sem refletir ou questionar a sua origem) e sistemas de aprendizagem de ciclo duplo (i.e. escolas que apresentam a capacidade para refletir, através de processos de autoavaliação, sobre as práticas e processos adotados, que podem influenciar o seu desempenho). A análise dos planos de melhoria permitiu observar diferenças no modo como as escolas encaram a construção deste documento e o respetivo processo de aprendizagem organizacional. Por um lado, perspetivam-no como um instrumento de correspondência relativamente aos resultados e às áreas de melhoria identificadas pelas equipas de avaliação, por outro lado, como um instrumento que permite definir os seus próprios objetivos de desenvolvimento e melhoria da escola.
This report was developed in the context of a curricular training held in the General Inspectorate of Education and Science (IGEC), for nine months, in order to complete the course of study leading to the Master’s degree of Educational Sciences - Educational Administration. It reflects the moments of learning and skills acquired due to the collaboration in three main activities developed by IGEC, namely the External Evaluation of Schools Program (AEE), the European Schools, and the Standing International Conference of Inspectorates (SICI). It also includes the characterization of IGEC according to its structure and organizational culture. The subject of the research project focus on organizational learning as a process that is developed inside the school and leading to organizational improvement. At the same time, the report addresses the different dynamics of autonomous regulation evidenced by schools, with regard to the definition of a set of strategies towards organizational improvement, determined by the educational administration through the development of a mandatory improvement plan (PM), following up the AEE. Within the scope of naturalistic research, the methodology adopted was the archival research and documentary analysis of sixteen improvement plans and their external evaluation reports. Through Argyris and Schӧn’s theory of action, it was possible to identify single-loop learning systems (i.e. schools that identify weaknesses without thinking or questioning its origin) and double-loop learning systems (i.e. schools that have the capacity to reflect, through processes of self-evaluation, on practices and procedures adopted, which can influence its performance). The analysis of PM allowed to observe differences in the way schools face the assembling of this document and the respective process of organizational learning. On one hand, it was seen as an instrument concerning the results and areas of improvement identified by the evaluation teams, and on the other hand, as an instrument that allowed to set their own goals of school development and improvement.
This report was developed in the context of a curricular training held in the General Inspectorate of Education and Science (IGEC), for nine months, in order to complete the course of study leading to the Master’s degree of Educational Sciences - Educational Administration. It reflects the moments of learning and skills acquired due to the collaboration in three main activities developed by IGEC, namely the External Evaluation of Schools Program (AEE), the European Schools, and the Standing International Conference of Inspectorates (SICI). It also includes the characterization of IGEC according to its structure and organizational culture. The subject of the research project focus on organizational learning as a process that is developed inside the school and leading to organizational improvement. At the same time, the report addresses the different dynamics of autonomous regulation evidenced by schools, with regard to the definition of a set of strategies towards organizational improvement, determined by the educational administration through the development of a mandatory improvement plan (PM), following up the AEE. Within the scope of naturalistic research, the methodology adopted was the archival research and documentary analysis of sixteen improvement plans and their external evaluation reports. Through Argyris and Schӧn’s theory of action, it was possible to identify single-loop learning systems (i.e. schools that identify weaknesses without thinking or questioning its origin) and double-loop learning systems (i.e. schools that have the capacity to reflect, through processes of self-evaluation, on practices and procedures adopted, which can influence its performance). The analysis of PM allowed to observe differences in the way schools face the assembling of this document and the respective process of organizational learning. On one hand, it was seen as an instrument concerning the results and areas of improvement identified by the evaluation teams, and on the other hand, as an instrument that allowed to set their own goals of school development and improvement.
Descrição
Relatório de estágio de mestrado, Ciências da Educação (Área de especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2015
Palavras-chave
Regulação Aprendizagem organizacional Avaliação externa Relatórios de estágio de mestrado - 2015