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Coesão Territorial em Portugal: o contributo dos equipamentos educativos no período 2007-2013
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A investigação relativa à “Coesão Territorial em Portugal – O contributo dos equipamentos educativos no
período 2007-2013” teve um objeto muito concreto explanado no título: o contributo dos equipamentos
educativos para a coesão territorial no território Nacional continental no período de implementação do
QREN (2007-2014), período de forte investimento em equipamentos educativos e de reorganização de
todo o parque escolar. Na inexistência de qualquer mapeamento visual relativo a este investimentoque
se focou nos ciclos de estudo compreendidos entre o pré-primário e o ensino secundário, e reorganização,
surge um espaço para que o mesmo seja efetuado neste contexto, o que confere relevância teórica e
prática à investigação. Assim, partindo desse pressuposto e objetivo de analisar a sua distribuição
territorial, tomaram-se objetivos concretos de desenvolvimento: 1) recolher e tratar informação relativa
à implementação dos Programas Operacionais regionais continentais e temático de Valorização do
Território no período acima referido, no que diz respeito à construção, remodelação, ampliação de
equipamentos escolares; 2) Identificar os projetos relacionados com os equipamentos escolares por
tipologia, localização e total de investimento; 3) Distinguir a distribuição geográfica dos equipamentos
intervencionados dos restantes equipamentos; 4) Discutir e diagnosticar as desigualdades na distribuição
dos equipamentos escolares intervencionados, no sentido de avaliar o desajuste entre as necessidades
territoriais de equipamentos de educação e a oferta, tendo sido estes mesmos pontos aqueles que foram
seguidos, desta forma ordenada, no desenvolvimento do relatório. Numa primeira parte do trabalho
desenvolve-se o contexto teórico essencial para o entendimento e compreensão da Política de Coesão
Europeia, da sua operacionalização adequada e dos conceitos de Coesão e Serviços de Interesse Geral.
Numa segunda parte, é efetuada uma leitura dos PO acima referidos, bem como o seu tratamento e
avaliação, tendo em conta que após essa fase, o mapeamento foi efetuado e foram discutidas as questões
sempre prementes da oferta vs. procura que determina, no fundo, as necessidades territoriais e sociais.
A análise demonstra a existência de uma boa adaptação da rede e uma adequação do investimento ao
território, garantindo-se de forma clara uma intervenção coesa e de acordo com as realidades territoriais.
Ainda que tenham sido encerrados números elevados de equipamentos, o acesso a equipamentos
mantém-se, não só demograficamente sustentável, como adequado, referindo-nos a uma questão
puramente temporal e de capacidade. Verificou-se que o maior investimento foi, também, efetuado em
centros educativos, ou seja, escolas básicas com pré-escolar. Por fim, fez-se um balanço geral do
desenvolvimento do trabalho, e da situação atual e sua evolução.
“Territorial Cohesion in Portugal – schools contribution between 2007-2013” had a very concrete object of research: the schools contribute to territorial cohesion in Portugal’s national territory in the NSRF period (an investing national budget and program based on the european cohesion policy), that ocurred between 2007 and 2013, since this was a period of higly relevant investment in schools and in the reorganization of the school network that was generaly obsolete. Since there was no visual mapping of this same investment and reorganization, a window of oportunity appears so it is done in this context and in this report. Therefore, and parting from this premise and objective to map, some concrete objectives were opted as means and finalities of the development: 1) To obtain and treat information regardins the construction and renovation of schools on a regional level; 2) Identify the investment projects by location, typology and funding alocated; 3) Read the Geographic distribution of the interventioned schools and compare it with the totality of the network; 4) Discuss and diagnose the inequalities in interveined schools distribution as a mean to evaluate the territorial necessities and offer of services. On a first and more theoretical part of this report, one lays the foundations of a better understanding of the terms and evolution of the European cohesion policy, its local operationalization and of the concepts of cohesion (being the territorial cohesion, the most important) and services of general interest. On a second note, the operational programmes are explained, since they put into practice the general objectives and therefore, are the operational part of a strategic framework. Then, the mapping was done and there were discussed several points regarding the always present offer vs need topic that determines the territorial and social needs having verified that there was, as a matter of fact, a good network adaptation and a good suitability of the investment to the territory it was implemented on, having guaranteed a cohesive approach with an eye on the territorial realities. Even if there were great numbers of schools closed, the access to them remains both sustainable and adequate. Most of the investment was channeled to educational centres (kintergardens with elementary school). Finally, a general balance was made for both the report’s development and the actual situation and its evolution in the studied period.
“Territorial Cohesion in Portugal – schools contribution between 2007-2013” had a very concrete object of research: the schools contribute to territorial cohesion in Portugal’s national territory in the NSRF period (an investing national budget and program based on the european cohesion policy), that ocurred between 2007 and 2013, since this was a period of higly relevant investment in schools and in the reorganization of the school network that was generaly obsolete. Since there was no visual mapping of this same investment and reorganization, a window of oportunity appears so it is done in this context and in this report. Therefore, and parting from this premise and objective to map, some concrete objectives were opted as means and finalities of the development: 1) To obtain and treat information regardins the construction and renovation of schools on a regional level; 2) Identify the investment projects by location, typology and funding alocated; 3) Read the Geographic distribution of the interventioned schools and compare it with the totality of the network; 4) Discuss and diagnose the inequalities in interveined schools distribution as a mean to evaluate the territorial necessities and offer of services. On a first and more theoretical part of this report, one lays the foundations of a better understanding of the terms and evolution of the European cohesion policy, its local operationalization and of the concepts of cohesion (being the territorial cohesion, the most important) and services of general interest. On a second note, the operational programmes are explained, since they put into practice the general objectives and therefore, are the operational part of a strategic framework. Then, the mapping was done and there were discussed several points regarding the always present offer vs need topic that determines the territorial and social needs having verified that there was, as a matter of fact, a good network adaptation and a good suitability of the investment to the territory it was implemented on, having guaranteed a cohesive approach with an eye on the territorial realities. Even if there were great numbers of schools closed, the access to them remains both sustainable and adequate. Most of the investment was channeled to educational centres (kintergardens with elementary school). Finally, a general balance was made for both the report’s development and the actual situation and its evolution in the studied period.
Descrição
Palavras-chave
Coesão Territorial Serviços de interesse geral Equipamentos escolares Política de Coesão QREN