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Authors
Advisor(s)
Abstract(s)
As lideranças são atualmente consideradas muito relevantes para a melhoria de escola e compreender esse processo é fundamental para qualquer interessado neste campo de estudos. Não surpreende , por isso, que tenha centrado a minha pesquisa num diretor de escola que em Portugal acreditou nesse sonho e começou a tentar concretizá-lo mesmo quando a autonomia da escola se encontrava ainda muito próxima do que diversos autores consideraram, à semelhança de Barroso (2004) uma “ficção necessária”. Esta dissertação decorre do estudo do seu percurso profissional durante quinze anos (2003-2019) e enquadra-se na problemática da liderança direcionada para a melhoria de escolas. Com este trabalho pretendemos, em primeiro lugar, compreender como é que este diretor se apropriou de sucessivos modelos de administração, direção e gestão das escolas sem nunca perder a visão de escola e, em segundo lugar, como conseguiu implementar mudanças organizacionais muito profundas num contexto em que a mudança de paradigmas organizacionais, curriculares e pedagógicos era quase inexistente (Afonso & Viseu, 2001, Costa et al, 2013) Esta investigação de natureza qualitativa, valoriza as perspetivas interpretativas dos estudos de caso, seguindo a orientação metodológica das histórias de vida, da qual resultou uma “narrativa” que tem os seus principais fundamentos na análise de conteúdo de uma entrevista semidiretiva e de um depoimento elaborado pelo próprio diretor. Essa análise permitiu a definição de diversas dimensões analíticas que se cruzam, com frequência, com as principais caraterísticas emergentes dos estudos sobre escolas eficazes realizados em diversos contextos (Lima, 2008). O trabalho realizado permite-nos concluir que além de concretizar os objetivos definidos, designadamente transformar a dinâmica da escola e atingir uma melhoria significativa no sucesso educativo dos alunos, o diretor que está no centro deste estudo antecipou muitas das orientações políticas atuais.
ABSTRACT Leaderships are currently considered very relevant to school improvement and understanding this process is fundamental for anyone interested in this field of studies. It is not surprising, therefore, that I have focused my research on a school principal who in Portugal believed in this dream and began trying to realize it even when school autonomy was still very close to what several authors considered, like Barroso (2004), a “necessary fiction”. This dissertation stems from the study of his professional career for fifteen years (2003-2019) and fits into the issue of leadership aimed to improve schools. With this work, we intend, firstly, to understand how this school principal appropriated successive models of administration, direction, and management of schools without ever losing sight of the school and, secondly, how he managed to implement very deep organizational changes in a context in which the change in organizational, curricular, and pedagogical paradigms was almost nonexistent (Afonso & Viseu, 2001 Costa et al, 2013). This qualitative research, enriches the interpretive perspectives of the case studies, following the thematic orientation of the life stories, which resulted in a "narrative" which has its main foundations in the content analysis of a semi-directive interview and an elaborated testimony by the school principal himself. This analysis allowed the definition of several analytical dimensions that frequently intersect with the main characteristics emerging from studies on effective schools carried out in different contexts (Lima, 2008). The work done allows us to conclude that, in addition to achieve the defined objectives, by significantly improving school’s quality with an impact on the educational success of students, the school principal who is at the center of this study anticipated many of the current political orientations.
ABSTRACT Leaderships are currently considered very relevant to school improvement and understanding this process is fundamental for anyone interested in this field of studies. It is not surprising, therefore, that I have focused my research on a school principal who in Portugal believed in this dream and began trying to realize it even when school autonomy was still very close to what several authors considered, like Barroso (2004), a “necessary fiction”. This dissertation stems from the study of his professional career for fifteen years (2003-2019) and fits into the issue of leadership aimed to improve schools. With this work, we intend, firstly, to understand how this school principal appropriated successive models of administration, direction, and management of schools without ever losing sight of the school and, secondly, how he managed to implement very deep organizational changes in a context in which the change in organizational, curricular, and pedagogical paradigms was almost nonexistent (Afonso & Viseu, 2001 Costa et al, 2013). This qualitative research, enriches the interpretive perspectives of the case studies, following the thematic orientation of the life stories, which resulted in a "narrative" which has its main foundations in the content analysis of a semi-directive interview and an elaborated testimony by the school principal himself. This analysis allowed the definition of several analytical dimensions that frequently intersect with the main characteristics emerging from studies on effective schools carried out in different contexts (Lima, 2008). The work done allows us to conclude that, in addition to achieve the defined objectives, by significantly improving school’s quality with an impact on the educational success of students, the school principal who is at the center of this study anticipated many of the current political orientations.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Administração Educacional
Keywords
Diretor Liderança Melhoria da escola Organização educacional Organization Leadership School principal School improvement
Citation
Gonçalves, A. P. M. (2022). O papel do diretor na mudança educativa: estudo de caso (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14686