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Advisor(s)
Abstract(s)
O lugar que a escola ocupa na sociedade tem vindo a oscilar entre uma estratégia de
controlo e a tentativa de descentralizar a gestão, incrementando a sua autonomia
(Bolivar, 2000). Estas alterações, aliadas à importância do papel interventivo dos
diretores na organização escolar e sua gestão, motivou a elaboração deste trabalho de
investigação que tem como tema a análise dos projetos de intervenção de diretores de
agrupamentos de escolas, elaborados na sequência da publicação do decreto-lei n.º
75/2008, de 22 de abril. Estes projetos de intervenção dos diretores, poderão constituirse
como estratégias importantes na construção de um cidadão ativo e participativo na
sociedade. A metodologia de trabalho proposta nos projetos de intervenção pode
funcionar como condição para aprender mais e melhor e não apenas como instrumento
de seleção e de exclusão. Uma estratégia que permita criar bases para a colaboração
entre os diferentes atores da comunidade educativa, promover o espírito de entreajuda
entre os elementos da sua comunidade e a tomada de consciência coletiva dos saberes.
Desta forma as dimensões analíticas exploradas abrangem a gestão e autonomia das
escolas como representações da democracia no espaço escolar, a direção escolar e a
liderança como bases fundamentais na partilha de responsabilidades dentro de uma
organização.
Este trabalho de natureza qualitativa, segue uma linha interpretativa com recurso a uma
metodologia de estudo de caso e foi realizado com a participação de três diretores de
agrupamentos de escolas do ensino básico com recurso a entrevistas semiestruturadas e
análise documental dos respetivos projetos de intervenção e projetos educativos.
As conclusões deste trabalho encaminham para a existência de pontos de vista
semelhantes entre os três participantes nas suas conceções educativas, nas metodologias
seguidas para a elaboração dos seus projetos de intervenção e nas dificuldades sentidas
na sua concretização. Destaca-se, contudo, algum “desinteresse” pelo projeto de
intervenção pós-eleição para o cargo que cada um desempenha, apesar de um grande
compromisso nas funções que realizam. Os documentos de referência nem sempre
refletem, com profundidade e de forma articulada, o sentido da sua intervenção.
Abstract The place that school occupies in society has been changing between a strategy of control and the attempt to decentralise management, thus developing its autonomy. (Bolivar, 2000). Headmasters have an important, active role in school organisation and its management, and the changes mentioned above have motivated this investigation work, whose main topic is the analysis of intervention projects by headmasters of groups of schools, according to the “decreto-lei nr. 75/2008”, of 22nd April. The intervention projects of the headmasters should foster important strategies in building an active and participant citizen in nowadays’ society. The working methodology suggested in the intervention projects can work as a condition to learn more and to learn better and not be a mere tool of selection and exclusion. It’s a strategy which will allow the creation of solid roots for the cooperation between the several actors at school, the endorsement of mutual help between the people who work at school and the encouragement of group awareness of knowledge. Thus, the analytical dimensions explored in this work match not only school management and autonomy as representations of democracy in school settings, but also headmastership and leadership as fundamental basis in sharing responsibilities inside an organisation. The present study of qualitative nature, follows an interpretative approach based on case study methodology and it was assembled with the participation of three headmasters of basic education schools. Semi-structured interviews have been undertaken, as well as research and analysis of the Intervention and Educational Projects of the schools previously stated. The inferences of this work aim to the existence of similar points of view amongst the three contributors in their educational conceptions, in the methodologies followed for the composition of their intervention projects and the difficulties felt in its effectiveness. Nevertheless, it’s worth highlighting some “lack of interest” for the intervention project after their election for their current jobs, although they have a strong commitment to the tasks each of them fulfils. The documents analysed not always reflect the logic of their intervention in a deeply and coordinated way.
Abstract The place that school occupies in society has been changing between a strategy of control and the attempt to decentralise management, thus developing its autonomy. (Bolivar, 2000). Headmasters have an important, active role in school organisation and its management, and the changes mentioned above have motivated this investigation work, whose main topic is the analysis of intervention projects by headmasters of groups of schools, according to the “decreto-lei nr. 75/2008”, of 22nd April. The intervention projects of the headmasters should foster important strategies in building an active and participant citizen in nowadays’ society. The working methodology suggested in the intervention projects can work as a condition to learn more and to learn better and not be a mere tool of selection and exclusion. It’s a strategy which will allow the creation of solid roots for the cooperation between the several actors at school, the endorsement of mutual help between the people who work at school and the encouragement of group awareness of knowledge. Thus, the analytical dimensions explored in this work match not only school management and autonomy as representations of democracy in school settings, but also headmastership and leadership as fundamental basis in sharing responsibilities inside an organisation. The present study of qualitative nature, follows an interpretative approach based on case study methodology and it was assembled with the participation of three headmasters of basic education schools. Semi-structured interviews have been undertaken, as well as research and analysis of the Intervention and Educational Projects of the schools previously stated. The inferences of this work aim to the existence of similar points of view amongst the three contributors in their educational conceptions, in the methodologies followed for the composition of their intervention projects and the difficulties felt in its effectiveness. Nevertheless, it’s worth highlighting some “lack of interest” for the intervention project after their election for their current jobs, although they have a strong commitment to the tasks each of them fulfils. The documents analysed not always reflect the logic of their intervention in a deeply and coordinated way.
Description
Dissertação apresentada para obtenção do grau de Mestre em Ciências da Educação - Área de especialização em Administração Escolar
Keywords
Diretor Projeto de intervenção Projeto educativo Liderança Headmaster Intervention project Educational project Leadership
Citation
Nobre, R. D. R.. (2013). A visão e a voz do diretor: a construção do seu projeto de Intervenção [Dissertação de mestrado] Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa, Lisboa