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Os peritos externos no programa TEIP3: a intervenção de quatro peritos
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Abstract(s)
O programa Territórios Educativos de Intervenção Prioritária (TEIP) surge em Portugal a partir de 1996, inspirado em outros programas similares implementados a nível internacional. Esta medida política educativa foi criada pelo Despacho n.º 147-B/ME/96, de 1 de agosto, com o objetivo de promover a igualdade do acesso e do sucesso educativo da população escolar, no ensino básico. Este programa, desenvolvido inicialmente nas Áreas Metropolitanas de Lisboa e Porto, foi alargado a todo o território nacional na segunda geração do programa (a partir de 2008). É nesta geração que surge um novo ator – o perito externo – que passa a integrar a equipa multidisciplinar dos Agrupamentos de Escolas (AE) TEIP com o objetivo de apoiar a implementação do projeto educativo e de acompanhar a avaliação. A convocação deste ator mantém-se na terceira geração do programa. A realização desta dissertação tem como objeto de estudo a ação dos peritos externos no programa TEIP3 e tem por objetivo compreender o papel dos peritos externos neste programa, num dos concelhos da Área Metropolitana de Lisboa. Metodologicamente optámos por um paradigma interpretativo, utilizando uma metodologia qualitativa por meio de entrevistas semiestruturadas, realizadas a quatro peritos externos, por considerarmos a mais adequada ao nosso objeto de estudo. Os resultados da investigação permitem concluir que: são os AE TEIP que recrutam, de forma direta ou indireta, os peritos externos que os acompanham; a designação eleita pelos peritos externos para a sua ação é a de consultor, por se associarem ao papel de mediador e conselheiro, apesar de se considerarem figuras externas ao AE TEIP; os peritos externos desenvolvem um trabalho de partilha e colaboração com os diferentes elementos e equipas do AE TEIP; a relação de proximidade com a Direção-Geral de Educação, entidade que coordena o programa TEIP3, é considerada pelos peritos externos quase inexistente.
ABSTRAT The Educational Territories of Priority Intervention programme (TEIP) began in Portugal in 1996, inspired by similar programmes implemented internationally. This educational policy measure was created by Order no. 147-B/ME/96, of August 1st, with the aim of promoting equal access and educational success for the school population in basic education. This programme, initially developed in the Lisbon and Porto Metropolitan Areas, was extended to the whole of Portugal in the second generation of the programme (from 2008). It is in this generation that a new actor emerges - the external expert - who joins the multidisciplinary team of the School Groups (SG) TEIP with the aim of supporting the implementation of the educational project and monitoring the evaluation. The call for this actor continues in the third generation of the programme. The purpose of this dissertation is to study the work of external experts in the TEIP3 programme and to understand the role of external experts in this programme in one of the municipalities of the Lisbon Metropolitan Area. Methodologically, we opted for an interpretative paradigm, using a qualitative methodology through semi-structured interviews with four external experts, as we considered this to be the most appropriate for our subject of study. The results of the research lead us to conclude that: it is the SG TEIP that directly or indirectly recruit the external experts who accompany them; the name chosen by the external experts for their work is consultant, as they associate themselves with the role of mediator and counsellor, despite considering themselves to be external to the SG TEIP; the external experts carry out a work of sharing and collaboration with the different elements and teams of the SG TEIP; the close relationship with the Directorate-General for Education, the entity that coordinates the TEIP3 programme, is considered by the external experts to be almost non-existent.
ABSTRAT The Educational Territories of Priority Intervention programme (TEIP) began in Portugal in 1996, inspired by similar programmes implemented internationally. This educational policy measure was created by Order no. 147-B/ME/96, of August 1st, with the aim of promoting equal access and educational success for the school population in basic education. This programme, initially developed in the Lisbon and Porto Metropolitan Areas, was extended to the whole of Portugal in the second generation of the programme (from 2008). It is in this generation that a new actor emerges - the external expert - who joins the multidisciplinary team of the School Groups (SG) TEIP with the aim of supporting the implementation of the educational project and monitoring the evaluation. The call for this actor continues in the third generation of the programme. The purpose of this dissertation is to study the work of external experts in the TEIP3 programme and to understand the role of external experts in this programme in one of the municipalities of the Lisbon Metropolitan Area. Methodologically, we opted for an interpretative paradigm, using a qualitative methodology through semi-structured interviews with four external experts, as we considered this to be the most appropriate for our subject of study. The results of the research lead us to conclude that: it is the SG TEIP that directly or indirectly recruit the external experts who accompany them; the name chosen by the external experts for their work is consultant, as they associate themselves with the role of mediator and counsellor, despite considering themselves to be external to the SG TEIP; the external experts carry out a work of sharing and collaboration with the different elements and teams of the SG TEIP; the close relationship with the Directorate-General for Education, the entity that coordinates the TEIP3 programme, is considered by the external experts to be almost non-existent.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Administração Educacional
Keywords
Políticas de educação prioritária TEIP3 Perito externo Amigo crítico Consultor Priority education policies External expert Critical friend Consultant
Citation
Capelo, S. I. B. (2024). Os peritos externos no programa TEIP3: a intervenção de quatro peritos [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21583
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa