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Advisor(s)
Abstract(s)
O sistema educativo português tem sido caraterizado por uma forte centralização, permitindo a continuidade de uma “gramática escolar” que persiste praticamente até à atualidade: agrupamento de alunos em turmas tendencialmente homogéneas, currículos uniformes; pedagogia fortemente transmissiva. Os sucessivos decretos relativos à “autonomia das escolas” e à afirmação de “lideranças fortes” não parecem ter alterado significativamente este cenário. Assim as reconfigurações organizacionais e pedagógicas ocorridas limitaram-se, em larga medida, à aplicação ou reinterpretação local de diretrizes políticas definidas com escassa participação e negociação.Apesar deste contexto algumas escolas e diretores conseguiram demarcar-se deste paradigma e iniciar processos muito relevantes de transformação organizacional e pedagógica que, nalgumas dimensões, anteciparam a própria definição de normativos legais.O nosso artigo visa, precisamente, descrever e analisar o processo de transformação de uma escola iniciado numa altura em que a autonomia da escola ainda se limitava a um conjunto restrito de experiências de contratualização com escasso desenvolvimento. A análise que nos propomos efetuar tem como base de investigação a história de vida de um diretor durante quinze anos (2003-2019), “desenhada” a partir de diferentes técnicas de pesquisa: entrevista não diretiva, análise documental do testemunho do diretor e dos relatórios de avaliação externa das escolas.Os resultados da investigação são bastante abrangentes pelo que neste artigo centraremos a nossa atenção nos seguintes aspetos: visão do diretor; natureza das principais medidas pedagógicas e organizacionais implementadas; participação dos alunos; aprendizagem e desenvolvimento organizacional.
ABSTRACT The Portuguese education system has been characterized by a strong centralization, allowing the continuity of a "school grammar" that persists almost until today: grouping students into homogeneous classes, uniform curricula, and a strongly transmissive pedagogy. The successive decrees on "school autonomy" and the affirmation of "strong leadership" do not seem to have significantly changed this scenario. Thus, the organizational and pedagogical reconfigurations that occurred were largely limited to the application or local reinterpretation of policy guidelines defined with little participation and negotiation.Despite this context, some schools and principals managed to break away from this paradigm and initiate very relevant processes of organizational and pedagogical transformation that, in some dimensions, anticipated the very definition of legal norms. Our article aims, precisely, to describe and analyze the transformation process of a school that started at a time when school autonomy was still limited to a limited set of experiences of contractualization with little development. The analysis we propose to carry out is based on the life story of a principal during fifteen years (2003-2019), "drawn" from different research techniques: non-directive interview, documentary analysis of the principal's testimony and the external evaluation reports of the schools. The research results are quite comprehensive, so in this article we will focus our attention on the following aspects: principal's vision; nature of the main pedagogical and organizational measures implemented; student participation; learning and organizational development.
ABSTRACT The Portuguese education system has been characterized by a strong centralization, allowing the continuity of a "school grammar" that persists almost until today: grouping students into homogeneous classes, uniform curricula, and a strongly transmissive pedagogy. The successive decrees on "school autonomy" and the affirmation of "strong leadership" do not seem to have significantly changed this scenario. Thus, the organizational and pedagogical reconfigurations that occurred were largely limited to the application or local reinterpretation of policy guidelines defined with little participation and negotiation.Despite this context, some schools and principals managed to break away from this paradigm and initiate very relevant processes of organizational and pedagogical transformation that, in some dimensions, anticipated the very definition of legal norms. Our article aims, precisely, to describe and analyze the transformation process of a school that started at a time when school autonomy was still limited to a limited set of experiences of contractualization with little development. The analysis we propose to carry out is based on the life story of a principal during fifteen years (2003-2019), "drawn" from different research techniques: non-directive interview, documentary analysis of the principal's testimony and the external evaluation reports of the schools. The research results are quite comprehensive, so in this article we will focus our attention on the following aspects: principal's vision; nature of the main pedagogical and organizational measures implemented; student participation; learning and organizational development.
Description
Keywords
Organização Liderança Diretor Melhoria de escola Organization Leadership Principal School improvement
Citation
Gonçalves, A. P. M., & Dias, M. C. (2022). Inovação e gestão da incerteza num agrupamento de escolas da região de Lisboa: estudo de um caso pela voz do seu diretor: Innovation and uncertainty management in a school cluster of the Lisbon region: a case study through the voice of its director. Brazilian Journal of Development, 8(8), 56609–56628. https://doi.org/10.34117/bjdv8n8-117