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Advisor(s)
Abstract(s)
O presente trabalho pretende contribuir para a reflexão científica já existente sobre o
trabalho exercido por uma directora escolar relativamente à dinamização de estratégias
que visam a promoção das relações escola/comunidade.
A partir da análise das políticas públicas centradas na territorialização da educação
pretendeu-se perceber como é que a directora de um Agrupamento de escolas TEIP
(Território Educativo de Intervenção Prioritária) operacionalizou o princípio da abertura
da escola à comunidade e potencializou a constituição de parcerias educativas no
exercício da sua actividade.
Através da realização de um estudo de caso que envolveu a análise documental, a
observação, uma entrevista semi-estruturada e a análise de conteúdo, registámos as
acções que marcam o quotidiano deste director e analisamos as suas percepções sobre o
exercício da sua actividade profissional e a promoção da escola-comunidade.
Concluímos que a Directora realiza várias actividades que promovem o
envolvimento dos professores, das famílias e de vários parceiros sociais na vida da escola.
Recorrendo aos recursos que a comunidade lhe proporciona, tem conseguido melhorar o
sucesso educativo dos estudantes e uma relação positiva destes com a escola. As
interacções estabelecidas com os diferentes intervenientes fá-los sentirem-se integrados
numa comunidade educativa.
The presente work intends to contribute to the scientific reflection that already exists about the work performed by a school/community relations. With the analysis of public policies centred on the territorialisation of education, it was intended to understand how the director of a TEIP (Educational Territory of Priority Intervention) School operationalized the axiom of opening the school to the community and enhanced the formation of educational partnerships in the exercise of her activity. By conducting a case study that involved documentary analysis, observation, a semistructured interview and content analysis, we recorded the actions that mark this director's daily life and analysed her perceptions about the exercise of her professional activity and the promotion of the school-community. We conclude that the Director carries out several activities that promote the involvement of teachers, families, and various social partners in the life of the school. Using the resources that the community provides, she has managed to improve the educational success of students and their positive relationship with the school. The interactions established with the different actors make them feel integrated into an educational community.
The presente work intends to contribute to the scientific reflection that already exists about the work performed by a school/community relations. With the analysis of public policies centred on the territorialisation of education, it was intended to understand how the director of a TEIP (Educational Territory of Priority Intervention) School operationalized the axiom of opening the school to the community and enhanced the formation of educational partnerships in the exercise of her activity. By conducting a case study that involved documentary analysis, observation, a semistructured interview and content analysis, we recorded the actions that mark this director's daily life and analysed her perceptions about the exercise of her professional activity and the promotion of the school-community. We conclude that the Director carries out several activities that promote the involvement of teachers, families, and various social partners in the life of the school. Using the resources that the community provides, she has managed to improve the educational success of students and their positive relationship with the school. The interactions established with the different actors make them feel integrated into an educational community.
Description
Dissertação de Mestrado, Educação (Área de Especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2020
Keywords
Escola - Comunidade Política pública Política educativa Territórios Educativos de Intervenção Prioritária Teses de mestrado - 2020