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Realidades e potencialidades de um CFAE numa perspectiva de territorialização - as acções e as lógicas subjacentes : um estudo de caso
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Orientador(es)
Resumo(s)
O problema central desta investigação centra-se nas práticas de gestão e de
formação do CFAE, criado pelo Decreto-Lei n°249/92 de 9 de Novembro para gerir a
formação contínua de professores, denominado por Centro de Formação de Associações
de Escolas, tendo por base uma perspectiva de territorialização educativa.
Partindo de uma questão central
- Quais as práticas de gestão e de formação do CFAE e as lógicas de acção subjacentes
e como se relacionam com processos de territorialização educativa?
a investigação estrutura-se em dois eixos metodológicos - práticas de gestão e de
formação e construção simbólica dos processos.
O tema desta investigação cruza as dimensões da formação e da organização
buscando as diferentes lógicas de acção dos actores num quadro organizacional - as
escolas que o CFAE associa num território geográfico, mas também ecológico, onde
o CFAE se insere, e num plano simbólico que os actores subjectivamente encerram. E
sendo a formação e a organização resultados da (inter)acção humana, a abordagem de
ambas tem necessariamente que ser uma abordagem dialéctica e interpelante das
dimensões individual, organizacional e territorial dessa mesma (inter)acção.
O contexto empírico de estudo é um CFAE que abrange três concelhos do distrito de
Leiria, centrando-se a investigação nos actores - os 'responsáveis directos' pelos
processos de gestão e de organização da formação, os actores que exercem as suas
funções nas escolas associadas pelo mesmo, os formadores que intervêm directamente
nos processos de formação e os actores que pertencem à comunidade envolvente. O
CFAE, enquanto objecto de estudo, é visualizado como contexto social de acção e não
enquanto estrutura física. A sua essência está na rede de interacções discursivas e
práticas que se estabelecem no seu contexto e que lhe atribuem uma identidade
ecológica.
Cruza-se, nesta investigação, a estrutura com a acção e o sentido que os actores
atribuem a essa acção ou acções com as relações de poder que emergem das relações
com a macro-estrutura, com a meso-estrutura e no seio das suas interacções
quotidianas. Analisam-se, nestes cruzamentos, os processos de organização e de
formação/educação e o registo discursivo é, nestes cruzamentos interactivosforma
estruturada da realidade e potencialmente estruturante da análise e da narrativa da
investigação.
O CFAE, enquanto organização escolar e educativa, mais do que espelhar a
complexidade e a multireferencialidade da realidade social, encerra duas componentes
que a tomam ainda mais complexa - organizativa e institucional - e que solicitam um
olhar simultaneamente sociológico e ideológico. Este olhar ideológico vai emergindo
progressivamente, alargando o olhar sociológico, à medida que passa da observação da
legislação - das políticas educativas - à análise das configurações dos papeis dos
actores (normativos, estratégicos e simbólicos).
Esta investigação, tais como outras investigações de organizações escolares e
educativas, apela não só a uma revisão da literatura teórica extensa - uma rede
conceptual que busca linhas de coerência interna mas também a uma postura
epistemo-metodológica consentânea com ela, que procura não clarificar, mas conhecer,
compreender e interpretar. Para isso, apela a um paradigma qualitativo de inspiração
etnográfica, que elege o seu objecto de estudo como um estudo de caso e assenta em
modelos de análise hermenêuticos, fenomenológicos, simbólicos, dialécticos, sóciocríticos
e institucionais.
Le problème central de la recherche ceci centrée dans les pratiques de gestion et de formation du CFAE (Centre de Formation de l'Association des Ecoles), créé par l'ordonnance n° 249/92 du 9 novembre, a fim de régir la formation continue des professeurs, ayant comme base une perspective de territoirialisation educative. Ayant au départ une question central - Quellles sont les pratiques de gestion et de formation du CFAE et les logiques de Faction sous-jacents et comment se rapportent-elles avec les procès de territoirialisation éducative? la recherche s'est structurée sur deux axes méthodologiques - pratiques de gestion et de formation et construction symbolique des procès. Le thème de la recherche croise les dimensions de la formation et de l'organisation, en prennant les diférèntes logiques d'action des acteurs dans un cadre organisationnel - les écoles associées au CFAE dans un territoire géographique, mais aussi écologique où le CFAE s'insère et sur un plan symbolique que les acteurs subjectivement renferment en soi. Cela étant la formation et l'organisation les aboutissements de l'inter(action) humaine, I'approche de tout les deux doive être absolument une approche dialectique et l'interpelation des dimensions individuelle, oragnisationnelle et territorialle de cette (inter)action en soi. Le contexte empirique de l'étude est un CFAE qui s'étend sur trois communes du département de Leiria, l'investigation mettant le point sur les acteurs - les "responsables directs" par les procès de gestion et de l'organisation de la formation, les acteurs qui font fonctions dans les écoles associées par le CFAE, les formateurs qui interviennent directment sur les procès de formation et les acteurs qui appartiennent à la communauté encerclante. Dans investigation ceci on croise la structure avec l'action et le sense que les acteurs attachent à cette action ou ces actions avec les rapports de pouvoir qui émerge des rapports avec la macro-structure, avec la méso-structure et au sein de ses interactions quotidiennes. On analise, dans ses croisements, les procès de l'organisation et de la formation/éducation et l'enregistrement discursif qui est dans ces croisements interactifs, une forme structurée de la réalité et potentiellement structurant de l'analyse et du récit de la recherche. Le CFAE, tandis qu'organization scolaire et éducative, plus que réfléchir la complexité et le multiréférentiel de la réalité sociale, il renferme deux composants qui le rend encore davantage complexe - organizative et institutionnelle - et qui attire le regard au même temps sociologique et idéologique. Ce regard idéologique se montre progressivement, le regard sociologique s'étendant, au fur et à mesure qu'il passe de l'observation de la législation - des politiques éducatives - 'a l'analyse des configurations des rôles des acteurs (normatifs, stratégiques et symboliques). Cette recherche, tels que les autres recherches des organizations scolaires et éducatives, elle fait un appel non seulement à une révision de la littérature théoricienne extensive - un réseau conceptuel qui recherche les lignes de la cohérence interne mais encore un maintien épistémo-méthodologique conforme à elle qui cherche, ne pas à épurer, mais à connaitre, compreendre et interpréter. Pour cela, fait l'appel à un paradigme qualitatif d'inspiration ethnographique, qui élit son objet d'étude comme un étude d'un cas et convient des modèles d'analyse herméneutiques, phénomènologiques, dialectiques, socio-critiques et institutionnels.
The central problem of this research focuses on the management and training practices of the CFAE, created by Decree-Law 249/92, of 9th November, to manage the continuing training of teachers, entitled Centro de Formação de Associações de Escolas (School Associations Training Centre), on the basis of a perspective of educational territorialisation. Taking as a starting point a key question: - What are the management and training practices of the CFAE and underlying logic of action and how to they relate to processes of educational territorialisation? the research has two methodological lines - management and training practices and the symbolic construction of the processes. The theme of this research compares the dimensions of training and organisation, seeking the different logics of action of the actors in an organisational framework - the schools that the CFAE associate in a geographic, but also ecological territory, in which the CFAE is established, and on a symbolic level that the actors subjectively enclose. And given that training and organisation are results of human (inter)action, the approach to both these aspects must be a dialectic approach that questions individual, organisational and territorial dimensions of that same (inter)action. The empirical context of the study is a CFAE that covers three municipalities in the district of Leiria, the research focusing on actors - those 'directly responsible' for the processes of management and organisation of training, the actors who carry out their duties in schools associated by the CFAE, the trainers who intervene directly in training processes and the actors who belong to the surroundmg community. The CFAE, as the subject of this study, is viewed as a social context of action and not as a physical structure. Its essence lies in the network of discursive and practical interactions that are established in its context and which attribute it an ecological identity. This research compares structure with action and the sense that the actors attribute to this action or actions with the relationships of power that emerge from relationships with the macro-structure, with the meso-structure and in the heart of its daily interactions. These comparisons analyse the organisation and training/education processes, and the discursive register is, in these interactive encounters, a structured form of reality and potentially structuredform of analysis and research narrative. The CFAE, as scholastic and educational organisation, more than merely reflecting the complexity and multireferentiality of social reality, involves two components- organisational and institutional - which make it even more complex and which require a simultaneously sociological and ideological perspective. This ideological perspective will emerge progressively, extending the sociological perspective, as it moves from observation of legislation - of educational policies - to an analysis of the configurations of the roles of actors (normative, strategic and symbolic). This research, like other research on school and educational organisation, calls not only for a review of the extensive theoretical literature - a conceptual network that seeks internal lines of coherence - but also an appropriate epistemological and methodological attitude, that seeks not to clarify, but to recognise, understand and interpret. For this reason, it calls for a qualitative paradigm of ethnographic inspiration, that chooses its subject of study as a case study and is based on models of hermeneutic, phenomenological, symbolic, dialectic, socio-critical and institutional analysis.
Le problème central de la recherche ceci centrée dans les pratiques de gestion et de formation du CFAE (Centre de Formation de l'Association des Ecoles), créé par l'ordonnance n° 249/92 du 9 novembre, a fim de régir la formation continue des professeurs, ayant comme base une perspective de territoirialisation educative. Ayant au départ une question central - Quellles sont les pratiques de gestion et de formation du CFAE et les logiques de Faction sous-jacents et comment se rapportent-elles avec les procès de territoirialisation éducative? la recherche s'est structurée sur deux axes méthodologiques - pratiques de gestion et de formation et construction symbolique des procès. Le thème de la recherche croise les dimensions de la formation et de l'organisation, en prennant les diférèntes logiques d'action des acteurs dans un cadre organisationnel - les écoles associées au CFAE dans un territoire géographique, mais aussi écologique où le CFAE s'insère et sur un plan symbolique que les acteurs subjectivement renferment en soi. Cela étant la formation et l'organisation les aboutissements de l'inter(action) humaine, I'approche de tout les deux doive être absolument une approche dialectique et l'interpelation des dimensions individuelle, oragnisationnelle et territorialle de cette (inter)action en soi. Le contexte empirique de l'étude est un CFAE qui s'étend sur trois communes du département de Leiria, l'investigation mettant le point sur les acteurs - les "responsables directs" par les procès de gestion et de l'organisation de la formation, les acteurs qui font fonctions dans les écoles associées par le CFAE, les formateurs qui interviennent directment sur les procès de formation et les acteurs qui appartiennent à la communauté encerclante. Dans investigation ceci on croise la structure avec l'action et le sense que les acteurs attachent à cette action ou ces actions avec les rapports de pouvoir qui émerge des rapports avec la macro-structure, avec la méso-structure et au sein de ses interactions quotidiennes. On analise, dans ses croisements, les procès de l'organisation et de la formation/éducation et l'enregistrement discursif qui est dans ces croisements interactifs, une forme structurée de la réalité et potentiellement structurant de l'analyse et du récit de la recherche. Le CFAE, tandis qu'organization scolaire et éducative, plus que réfléchir la complexité et le multiréférentiel de la réalité sociale, il renferme deux composants qui le rend encore davantage complexe - organizative et institutionnelle - et qui attire le regard au même temps sociologique et idéologique. Ce regard idéologique se montre progressivement, le regard sociologique s'étendant, au fur et à mesure qu'il passe de l'observation de la législation - des politiques éducatives - 'a l'analyse des configurations des rôles des acteurs (normatifs, stratégiques et symboliques). Cette recherche, tels que les autres recherches des organizations scolaires et éducatives, elle fait un appel non seulement à une révision de la littérature théoricienne extensive - un réseau conceptuel qui recherche les lignes de la cohérence interne mais encore un maintien épistémo-méthodologique conforme à elle qui cherche, ne pas à épurer, mais à connaitre, compreendre et interpréter. Pour cela, fait l'appel à un paradigme qualitatif d'inspiration ethnographique, qui élit son objet d'étude comme un étude d'un cas et convient des modèles d'analyse herméneutiques, phénomènologiques, dialectiques, socio-critiques et institutionnels.
The central problem of this research focuses on the management and training practices of the CFAE, created by Decree-Law 249/92, of 9th November, to manage the continuing training of teachers, entitled Centro de Formação de Associações de Escolas (School Associations Training Centre), on the basis of a perspective of educational territorialisation. Taking as a starting point a key question: - What are the management and training practices of the CFAE and underlying logic of action and how to they relate to processes of educational territorialisation? the research has two methodological lines - management and training practices and the symbolic construction of the processes. The theme of this research compares the dimensions of training and organisation, seeking the different logics of action of the actors in an organisational framework - the schools that the CFAE associate in a geographic, but also ecological territory, in which the CFAE is established, and on a symbolic level that the actors subjectively enclose. And given that training and organisation are results of human (inter)action, the approach to both these aspects must be a dialectic approach that questions individual, organisational and territorial dimensions of that same (inter)action. The empirical context of the study is a CFAE that covers three municipalities in the district of Leiria, the research focusing on actors - those 'directly responsible' for the processes of management and organisation of training, the actors who carry out their duties in schools associated by the CFAE, the trainers who intervene directly in training processes and the actors who belong to the surroundmg community. The CFAE, as the subject of this study, is viewed as a social context of action and not as a physical structure. Its essence lies in the network of discursive and practical interactions that are established in its context and which attribute it an ecological identity. This research compares structure with action and the sense that the actors attribute to this action or actions with the relationships of power that emerge from relationships with the macro-structure, with the meso-structure and in the heart of its daily interactions. These comparisons analyse the organisation and training/education processes, and the discursive register is, in these interactive encounters, a structured form of reality and potentially structuredform of analysis and research narrative. The CFAE, as scholastic and educational organisation, more than merely reflecting the complexity and multireferentiality of social reality, involves two components- organisational and institutional - which make it even more complex and which require a simultaneously sociological and ideological perspective. This ideological perspective will emerge progressively, extending the sociological perspective, as it moves from observation of legislation - of educational policies - to an analysis of the configurations of the roles of actors (normative, strategic and symbolic). This research, like other research on school and educational organisation, calls not only for a review of the extensive theoretical literature - a conceptual network that seeks internal lines of coherence - but also an appropriate epistemological and methodological attitude, that seeks not to clarify, but to recognise, understand and interpret. For this reason, it calls for a qualitative paradigm of ethnographic inspiration, that chooses its subject of study as a case study and is based on models of hermeneutic, phenomenological, symbolic, dialectic, socio-critical and institutional analysis.
Descrição
Tese de mestrado em Ciências da Educação (Formação de Adultos) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2002
Palavras-chave
Centro de Formação de Associações de Escolas - Distrito de Leiria Práticas de gestão Práticas de formação Professores - Formação Territorialização educativa Teses de mestrado - 2002