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O papel dos CFAE na regulação local da educação : perceções de diretores de CFAE
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Orientador(es)
Resumo(s)
Os Centros de Formação de Associação de Escolas (CFAE) foram formalmente criados
com a publicação do Decreto-Lei n.º 249/92, de 9 de novembro, tendo como finalidade instituir
em Portugal um sistema de formação contínua de professores. Esta entidade formadora, que
assegura prioridades nacionais de formação contínua, congrega em si e garante a resposta às
prioridades locais das suas escolas associadas. Os CFAE têm mantido a sua missão inicial, mas,
ao longo de (quase) três décadas, viram alterações nas suas dinâmicas, nos seus contextos de
ação e nos seus modos de financiamento. A sua ação tem sido marcada por um jogo político
entre as autoridades públicas de educação e as necessidades percecionadas ao nível local, nas
escolas.
Atendendo a esse cenário, o presente estudo tem como objetivo conhecer as perceções de
diretores de CFAE sobre o papel dos CFAE na regulação local da educação. Para tal, foi
delineado um enquadramento que nos leva a conhecer os vinte e sete anos de existência dos
CFAE, através de um mapeamento normativo organizado em ciclos evolutivos e de um
levantamento diacrónico de investigação e estudos empíricos sobre os CFAE. O quadro teórico
que guiou o estudo tem por base o conceito de regulação, os modos de regulação e os seus
níveis: nacional (entendida como as orientações das autoridades públicas de educação sobre os
CFAE) e local (entendida como modos de receção local).
O estudo empírico seguiu uma abordagem qualitativa, de essência interpretativa e
exploratória, cujo design se aproxima do estudo de caso, correspondente às perceções de
diretores de CFAE. Assim, para além de análise documental, os dados foram também recolhidos
a partir da realização de entrevista semiestruturada a cinco diretores e ex-diretores de CFAE
com ampla experiência no exercício do cargo. A técnica de tratamento de dados adotada foi a
análise de conteúdo.
Enquanto “patamar do castelo” e “nó da rede”, entre a regulação nacional e a regulação local, o
CFAE surge como espaço de multirregulações, onde se geram tensões entre as orientações
políticas e as receções dessas políticas. De facto, os dados recolhidos permitiram evidências dos
diferentes níveis da regulação e da multirregulação através das perceções de diretores. Apesar
dos paradoxos e dos constrangimentos, que incluem a falta de autonomia financeira, o acréscimo
de responsabilidades, a falta de recursos e a presença inconstante da administração central, os
diretores fazem um balanço positivo do papel do CFAE na regulação local da educação e da
ação desenvolvida na proximidade das escolas associadas e dos parceiros.
The Schools Association Training Centers were formally created with the publication of Decree-Law 249/92, of 9 November, with the purpose of instituting a system of continuous teacher training in Portugal. This training entity, which ensures national priorities for continuous training, also assures the response to local priorities of its associated schools. The Schools Association Training Centers have maintained their initial mission, but over the course of (nearly) three decades, they have seen changes in their dynamics, their contexts of action and the ways they achieve funding. Its action has been characterized by a political game between public education authorities and the needs perceived at the local level, in schools. Given this scenario, the present study aims to understand the perceptions of Schools Association Training Centers directors concerning the role of this entity in local education regulation. To this end, a framework was outlined in order to enlighten the twenty-seven years of existence of the Schools Association Training Centers, through a normative mapping organized in evolutionary cycles and a diachronic survey of research and empirical studies conducted on the centers. The theoretical framework, which guided the study, is based on the concept of regulation, the modes of regulation and their levels: national (understood as the guidelines of public education authorities towards the Schools Association Training Centers) and local (understood as ways of local reception). The empirical study followed a qualitative approach, with an interpretative and exploratory essence, which is close to a case study, corresponding to the perceptions of the Centers directors. In addition to documentary analysis, data were also collected from a semi-structured interview with five directors and former directors with extensive experience in the position. The data treatment technique adopted was content analysis. As a “castle threshold” and as a “network node”, between national regulation and local regulation, Schools Association Training Centers emerge as spaces for multi-regulation, where tensions are generated between political orientations and the reception of these policies. In fact, the data collected allowed for evidence of the different levels of regulation and multi-regulation through the perceptions of the directors. Despite the paradoxes and constraints that include the lack of financial autonomy, the increase of responsibilities, the lack of resources and the inconsistent presence of the central administration, the directors make a positive assessment of the role of CFAE in the local regulation of education and the action taken in close proximity to associated schools and partners.
The Schools Association Training Centers were formally created with the publication of Decree-Law 249/92, of 9 November, with the purpose of instituting a system of continuous teacher training in Portugal. This training entity, which ensures national priorities for continuous training, also assures the response to local priorities of its associated schools. The Schools Association Training Centers have maintained their initial mission, but over the course of (nearly) three decades, they have seen changes in their dynamics, their contexts of action and the ways they achieve funding. Its action has been characterized by a political game between public education authorities and the needs perceived at the local level, in schools. Given this scenario, the present study aims to understand the perceptions of Schools Association Training Centers directors concerning the role of this entity in local education regulation. To this end, a framework was outlined in order to enlighten the twenty-seven years of existence of the Schools Association Training Centers, through a normative mapping organized in evolutionary cycles and a diachronic survey of research and empirical studies conducted on the centers. The theoretical framework, which guided the study, is based on the concept of regulation, the modes of regulation and their levels: national (understood as the guidelines of public education authorities towards the Schools Association Training Centers) and local (understood as ways of local reception). The empirical study followed a qualitative approach, with an interpretative and exploratory essence, which is close to a case study, corresponding to the perceptions of the Centers directors. In addition to documentary analysis, data were also collected from a semi-structured interview with five directors and former directors with extensive experience in the position. The data treatment technique adopted was content analysis. As a “castle threshold” and as a “network node”, between national regulation and local regulation, Schools Association Training Centers emerge as spaces for multi-regulation, where tensions are generated between political orientations and the reception of these policies. In fact, the data collected allowed for evidence of the different levels of regulation and multi-regulation through the perceptions of the directors. Despite the paradoxes and constraints that include the lack of financial autonomy, the increase of responsibilities, the lack of resources and the inconsistent presence of the central administration, the directors make a positive assessment of the role of CFAE in the local regulation of education and the action taken in close proximity to associated schools and partners.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Centros de Formação de Associação de Escolas Regulação Política educativa Descentralização Teses de mestrado - 2021