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- Liderança em agrupamentos de territórios de intervenção prioritária: imperativos, contingências e lógicas de acçãoPublication . Sanches, Maria de Fátima Chorão; Conceição Dias, MarianaCentrado na acção de liderança, este estudo propôs-se identificar as contingências e imperativos inerentes ao processo de implementação do programa TEIP num agrupamento de escolas. Especificamente, pretendeu-se captar a heterogeneidade das lógicas de mudança e identificar modos de apropriação subjectiva da liderança pedagógica e organizacional. Os resultados reforçam a ideia de que implementar um programa novo é construção de complexidade holística, implicando a conjunção integrada de múltiplas estratégias de liderança. Discutem-se os resultados à luz das teorizações iniciais, com relevo para as lógicas de prestação de contas e alguns sinais de „balcanização‟ organizacional.
- Education, development and docial inclusion in Portugal: policies, processes and resultsPublication . Conceição Dias, MarianaThe Lisbon Strategy’s guidelines transformed education and training into unavoidable economic and social priorities. These guidelines also revealed that some European countries were far from achieving the minimum baseline for their inclusion in new knowledge economies and guaranteeing the sustainability of the lifelong learning processes implemented. In this context, a broad priority education program started developing in Portugal (TEIP Program), aimed at recovery from a significant educational lag and fulfilling the European guidelines that maintain that all citizens must develop skills and competencies towards their employability and foster further learning, active citizenship and intercultural dialogue. Throughout the communication we will present our analysis and reflections about the program’s dynamics and results, mainly through methodologies of a quantitative nature (education statistics, national examinations results). Reflections will be complemented by information gathered from interviews with key actors in the TEIP program (educational administration offices’ program coordinators; program consultants school directors) where some of the core strategies and change processes harnessed are identified. Data points to a reduction in school failure and school dropout rates in TEIP schools. However, significant differences still persist when comparing TEIP results and national results, proving that an important path must yet be taken in Portugal in order to ensure a quality inclusive education.
- The mass schooling process in Portugal: a unique pathway?Publication . Conceição Dias, MarianaThis paper aims to highlight the uniqueness of the mass schooling process in Portugal, marked by a very late start and a rapid expansion since the last quarter of XX century, reinforced by the European agenda of the last decades (Education and training 2010 , 20020). It aims, also to identify the challenges that the country faced in the field of equity in education. This work is based on the analysis of legislation associated with compulsory schooling and in national and international statistics related with the evolution of success of Portuguese students in national exams and PISA. The analysis of these results took into account several sociodemographic variables (family background, region, social support). The study shows that the universalization of basic education took place in Portugal at the end of the 20th century, but currently there is a growing convergence with reference standards set for European space of education and training (preschool rates , literacy levels, early school leaving, lifelong learning). The recent economic and financial crisis in the country has caused an inversion in the very positive tendencies verified in the country regarding education, but , in the last years the progressive tendencies were renewed and we are experiencing a quick move to the goals of Education and Training 2020 agenda and having a relevant growth of Portuguese results in PISA. Equity and school success problems still remain , with strong links with social and regional inequalities, in spite of the existence of some governmental programs to overcome these issues.
- Market trends and dilemmas of parenthal participation in schoolsPublication . Conceição Dias, MarianaEste artigo descreve e analisa o impacto da definição e implementação de um novo modelo de gestão dos estabelecimentos de ensino não superior (Dec-lei nº115_A/98) nos padrões de cidadania e equidade do ensino público Português. A institucionalização deste modelo representa uma mudança na matriz centralista e burocrática do referido ensino público e sugere uma aproximação às concepções neo-gerencialistas e neo-liberais que, desde meados dos anos 80, têm dominado a agenda política de muitos países desenvolvidos e de alguns organismos internacionais. Os resultados da pesquisa sugerem que a implementação do novo modelo de gestão contribuiu para reforçar os padrões de diferenciação social no ensino básico (1ºciclo) e, mais especificamente, para preservar as .vantagens competitivas. da classe média na escola pública Portuguesa.
- Leadership and mediation in risk contexts: new actors and models of InterventionPublication . Conceição Dias, Mariana; Pappamikail, Lia; Carvalho, Maria JoãoThis article aims to analyze the program Network of Mediators of Capacitation for Academic Achievement which has been presented in international agencies of great prestige as a model of “good practices.” The program, which is promoted by the EPIS Association, founded by a group of Portuguese entrepreneurs under the theme of social inclusion, presents itself as an innovative model of solidarity and social capacitation of young people under risk of academic underachievement and school withdrawal. The research we have carried out focuses on the following aspects: the objectives of the EPIS Association, the work methodology of the Network of Mediators and the manner in which it is developed and envisioned on the field. The study, which is qualitative in nature, is based on the analysis of a vast documental compilation and interviews with actors which are more directly involved with the program (head teachers, mediators, and local authorities). The results of the study show that the program under analysis favours a highly structured intervention which, although generally valued and considered effective, does not concede a wide margin of leadership, autonomy, and participation to local actors. On a deeper analytical level, the study shows that the creation of the Association and program under analysis is included in the affirmation process of new forms of governance and public action in Portugal, namely the affirmation of “new philanthropies” on education, a tendency with scarce tradition in the country.