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- A aprendizagem em Territórios Educativos de Intervenção Prioritária: a visão dos alunosPublication . Alves, José Matias; Palmeirão, Cristina; Trigo, Luísa Ribeiro; Cabral, IlídiaO que faz aprender mais os alunos com perfis de desempenho diferenciado? O que prejudica a sua aprendizagem? Que efeitos tem a variável género e estatuto socioeconómico no desempenho dos alunos? Estas foram as questões-chave de partida de um estudo exploratório realizado em vinte e um Territórios Educativos de Intervenção Prioritária (TEIP) na região Norte. Foi aplicado um questionário aberto constituído por sete questões de natureza sociodemográfi ca (ano de escolaridade, turma, idade, sexo, habilitações do pai e da mãe e pessoas com quem vive) e duas questões de investigação “abertas” que pretendiam que o aluno respondente elaborasse uma frase ou um pequeno texto com cerca de 100 palavras onde referisse (1) Na sala de aula as situações onde aprendo mais são; (2) Na sala de aula as situações onde aprendo menos são. Responderam 695 alunos do 5.º e do 7.º anos de escolaridade, durante o ano letivo 2012-2013. Os principais resultados revelam que há uma desigualdade de género no sucesso escolar (os rapazes têm piores desempenhos), que o capital social e cultural tem impacto expressivo no sucesso dos alunos, que os modos de ensinar dos professores têm uma vital importância na perceção de aprendizagem dos alunos, que os modos de estar na sala de aula tem um impacto expressivo nas difi culdades de aprendizagem e que as características e comportamentos dos alunos desempenham também um papel signifi cativo na (não) aprendizagem, sobretudo no caso dos alunos com perfi s de desempenho mais baixos.
- The parents’ role in the general council of portuguese schools – effective participation or mere orchestration of reality?Publication . Cabral, Ilídia; Alves, José Matias; Soares, Diana; Palmeirão, CristinaThe Portuguese public educational administration and management follows the norms established by the Decree-Law no. 75/2008, which was later reviewed by the Decree-Law no. 137/2012. The Decree- Law no. 75/2008, in effect since 2008, intended to “strengthen the participation of families and communities in the strategic direction of educational establishments and in favouring the establishment of strong leadership”. In addition to these two objectives, the preamble of this Decree- Law mentions "the need to strengthen the autonomy of schools [which] has been called for by all sectors of opinion.” In order to achieve these objectives, this Decree-Law reorganizes the configuration of public schools’ administrative bodies, by introducing a major change: the institution of a strategic management body – the General Council - made up of representatives from teaching and non-teaching staff, parents, students (if adults or secondary education students), municipalities and local community (representatives from institutions, economic, social, cultural and scientific organizations and activities). By introducing this change, this legal document establishes the following school administration and management bodies: i) the General Council; (ii) the School Director / Principal; (iii) the Pedagogical Council and (iv) the Administrative Council. The General Council is the strategic management body responsible for approving the fundamental rules of the school’s functioning (internal regulations), the strategic and planning decisions (educational project, activities plan) and for monitoring their implementation (annual activity report). Moreover, this body is responsible for the election and destitution of the Principal, who reports to the General Council. None of the bodies or groups represented in the General Council holds, on its own, the majority of the seats. All the interested groups must be represented and the bodies that represent the school staff (teaching and non-teaching staff) may not hold the majority of seats in the council. An open-ended single question was applied to a sample of parents who have a seat in the General Council of their children’s school, in order to collect their suggestions about ways to improve its action. We obtained a total of 42 answers that correspond to parents from 32 different General Councils across the country. A content analysis of the answers given reveals that the majority of respondents think that the General Council is dominated by the school Director / Principal, becoming a propaganda body for his action. Moreover, they affirm that parents should have an increased presence in this body, in order to counterbalance teachers’ excessive power in the General Council. In terms of the decision-making processes, the results show that the General Council seems to be perceived by parents as a forum for the legitimation of previously made decisions, which leads to a deficit of parents’ participation in these processes. The results of the study are presented and discussed under the light of some classical organizational theories.
- Bureaucratic or instructional leaders? An overview of Portuguese school leaders’ perceptions on an autonomy and curriculum flexibility programPublication . Cabral, Ilídia; Alves, José Matias; Soares, Diana; Palmeirão, CristinaRecent Portuguese educational policy is focused on granting schools a higher degree of autonomy with a view to the increasement of curriculum flexibility and the consequent improvement of learning among students. After a pilot experiment with around 225 schools involved in the “Project for Autonomy and Curriculum Flexibility” (PACF) in the school year of 2017/18, in the current school year (2018/19) all Portuguese schools were invited to join the Program, which enables them up to 25% curriculum flexibility. This is a big challenge for schools and school leaders, which drives them towards the adoption of increasingly instructional leadership practices, i.e. being essentially focused on curriculum and instruction. An open-ended questionnaire was applied to the universe of Portuguese school leaders who attended specific training sessions for the PACF (n=308), in order to collect their perceptions on the program’s strengths and weaknesses and suggestions for its improvement. A content analysis of a sample (n=35) of the answers given to the questionnaire reveals that the most positive aspect they point out is the possibility to get together with other school leaders and share their concerns, as well as good practices. This result shows that Portuguese schools still work very isolated from each other and that they could benefit from establishing professional learning communities that could bring an important contribution to their organizational development. On the other hand, the respondents are struggling with difficulties in motivating teachers to adopt innovative pedagogic practices and to manage the curriculum in a more integrated way. Another important obstacle to a successful implementation of the program seems to be the fact that Portuguese school leaders feel they are overloaded with paperwork and platform management, by the demand of the Ministry of Education, which forces them to be more focused on bureaucracy than on the curriculum and instruction.
- Prefácio : saindo das lógicas labirínticas o livro do desassossego e da esperançaPublication . Alves, José Matias; Palmeirão, Cristina
- A assessoria externa nos territórios educativosPublication . Machado, Joaquim; Palmeirão, Cristina; Alves, José Matias; Vieira, IlídiaA universalização do ensino secundário em Portugal é acompanhada por um processo de integração da escola na comunidade e reformulação de coordenação territorial das atividades educacionais. A política da escola universal torna-se mais complexa, levando para o seu interior o problema da desigualdade económica, cultural e social e a evidência da inadequação de um ensino uniforme, homogéneo e impessoal. A política territorial de ensino em Portugal inclui o Programa TEIP – Territórios Educativos de Intervenção Prioritária, que visa impedir o abandono escolar e garantir a igualdade de sucesso do aluno. O programa beneficia de apoios específicos nas áreas de educação e de recursos humanos, promove modalidades flexíveis de organização pedagógica e gestão do currículo e estimula a articulação com as famílias e com a comunidade local. A nossa investigação é de natureza qualitativa, porquanto privilegia a investigação-ação no âmbito da assessoria em cinquenta escolas “prioritárias” e visa problematizar a ação do consultor externo na organização da escola, especialmente no campo do ensino, que é o domínio dos professores onde se joga a legitimidade formal de distintos líderes escolares quando se problematiza a orientação educacional, a reorganização de grupos de estudantes, a implementação de tutorias, a articulação do trabalho pedagógico e a relação com a comunidade e as famílias. A observação participante e os vários textos produzidos por professores e consultores permitem pôr em evidência uma tensão entre, por um lado, a forte influência da centralização e a consequente passividade docente e, por outro, o impulso político à autonomia profissional e a consequente capacitação dos professores, abrindo uma oportunidade para o desenvolvimento sustentável e para o desenvolvimento profissional docente.