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Liderança para autonomia "contratada": um estudo de caso
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Resumo(s)
O decreto nº 115-A/98, enquanto normativo regulador da autonomia das escolas, contemplava já a realização de contratos com o Ministério da Educação. No entanto, só recentemente é que os contratos de autonomia começam a ser uma realidade. Partindo de um quadro conceptual organizado em torno das áreas das políticas educativas e autonomia e da liderança escolar, realizou-se um estudo de caso com um duplo objectivo. Por um lado, examinar o modo como a liderança exercida na escola se reflecte no processo de candidatura aos contratos de autonomia. Por outro lado, identificar os contextos organizacionais da escola e caracterizar as lógicas de liderança emergentes durante esse processo. A análise do problema repartiu-se pelos seguintes as aspectos: (a) contextos e processos organizacionais; (b) lógicas de liderança na Escolada Vila; (c) factores de facilitação versus dificuldades no processo de candidatura ao contrato de autonomia; e (d) expectativas de autonomia. Recorreu-se a um estudo de caso, de natureza qualitativa interpretativa, por traduzir uma oportunidade de estudar o processo de candidatura à autonomia de uma escola EB2,3, sede de um Agrupamento Vertical, do concelho de Lisboa. Os dados foram recolhidos a partir de entrevistas, observação e análise documental. Os resultados permitiram confirmar, por um lado, o pressuposto de que é possível interpretar de diferentes formas as intervenções efectuadas na escola, face às medidas políticas enunciadas no DL115-A, e, por outro lado, mostrar que o estilo e a capacidade de liderança pessoal e colectiva da escola, se inspirada em lógicas de serviço público e de desenvolvimento da escola, pode tornar-se eficaz no sentido do envolvimento dos actores escolares no processo de construção de autonomia da escola.
Despite the school autonomy expectations originated by the Decree-law nº 115-A/98, only recent policies are making the autonomy contracts a reality. While developing a conceptual framework which congregates the educational policies analysis and school leadership theories, the present case study is a twofold research. On the one hand, purported to characterize the leadership styles as they might influence the process of candidacy to an autonomy contract by a EB2,3 school. On the other hand, was intended to analyze the school contexts and indentifying the emergent logics of action during this process. The qualitative nature of the analysis developed around the following dimensions: (a) contexts and organizational processes; (b) leadership logics at the School of Vila; (c) facilitating factors versus obstacles to the process of autonomy contracting; and (d) expectations regarding an effective autonomy. The School of Vila EB2,3 case study which was part of a schools vertical grouping data collection from a variety of sources, such as interviews, school documents and field notes. Results allowed for two conclusions. The first regards the differential conceptions, expectations and interpretations given by diverse school actors to policies regarding school autonomy, on the one hand. The second emphasize the leadership style and school collective capacity, when inspired by both the logics of public service and the school development, make it possible to involving school actors in the process of constructing school autonomy.
Despite the school autonomy expectations originated by the Decree-law nº 115-A/98, only recent policies are making the autonomy contracts a reality. While developing a conceptual framework which congregates the educational policies analysis and school leadership theories, the present case study is a twofold research. On the one hand, purported to characterize the leadership styles as they might influence the process of candidacy to an autonomy contract by a EB2,3 school. On the other hand, was intended to analyze the school contexts and indentifying the emergent logics of action during this process. The qualitative nature of the analysis developed around the following dimensions: (a) contexts and organizational processes; (b) leadership logics at the School of Vila; (c) facilitating factors versus obstacles to the process of autonomy contracting; and (d) expectations regarding an effective autonomy. The School of Vila EB2,3 case study which was part of a schools vertical grouping data collection from a variety of sources, such as interviews, school documents and field notes. Results allowed for two conclusions. The first regards the differential conceptions, expectations and interpretations given by diverse school actors to policies regarding school autonomy, on the one hand. The second emphasize the leadership style and school collective capacity, when inspired by both the logics of public service and the school development, make it possible to involving school actors in the process of constructing school autonomy.
Descrição
Tese de mestrado em Educação (Administração e Organização Escolar), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Autonomia da escola Liderança escolar Políticas educativas Contrato de autonomia Lógicas de acção organizacional Teses de mestrado - 2007