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Advisor(s)
Abstract(s)
O presente estudo tem como objeto a compreensão da forma como a organização escolar se (re)apropria das orientações da legislação escolar relativa à Autonomia e Flexibilidade Curricular. Recentes orientações legais relativas ao sistema educativo português (Decreto-Lei n.º 55/2018 de 6 de julho) enunciam como propósito a promoção de melhores aprendizagens para todos os alunos, através da realização de aprendizagens significativas e do desenvolvimento de competências mais complexas, preparando os alunos para a incerteza do futuro. Apesar de sucessivos programas de promoção do sucesso escolar e políticas de reforma implementados ao longo das últimas décadas, nem todos os alunos veem garantido o direito à aprendizagem e ao sucesso educativo. O problema, portanto, mantém-se. Consequentemente, o caminho da mudança trilhado, sendo malsucedido, tem de ser questionado. A problemática da nossa investigação assenta, assim, na necessidade de compreender se a gramática escolar instituída na ação concreta cumpre as promessas enunciadas. O presente estudo insere-se num paradigma qualitativo interpretativo, centrando-se na descrição e compreensão de realidades específicas e singulares - duas organizações escolares públicas do distrito do Porto, com contextos sociais e culturais distintos. Trata-se, portanto, de um estudo exploratório, descritivo e interpretativo, apresentando-se e discutindo-se os modos de ação pedagógica das organizações escolares, através das vozes de diretores, professores e alunos, a partir das seguintes dimensões analíticas: Posicionamento da escola face à Autonomia e Flexibilidade Curricular (AFC); Gramática escolar (planeamento da ação educativa, envolvimento/participação, estruturas de coordenação e medidas organizacionais, modos de trabalho docente, planeamento curricular/currículo, organização do trabalho dos alunos, modos de ensinar e fazer aprender, avaliação das aprendizagens); Efeitos da ação educativa; Melhoria contínua da organização; Inovação curricular e organizacional nas escolas; Visão dos alunos sobre a escola. A partir de uma análise de conteúdo das entrevistas semiestruturadas aos diretores das duas escolas e de uma análise aos questionários a professores e a alunos, os resultados indiciam poucas transformações organizativas, principalmente no núcleo duro do funcionamento quotidiano das escolas e do trabalho pedagógico na sala se aula, sendo sensato admitir ser necessário repensar as culturas organizacionais e profissionais se quisermos responder ao desafio de aprendizagem de qualidade para todos.
This study is based on the purpose of trying to understand how the school organization (re)appropriates the guidelines of the school legislation regarding Autonomy and Curricular Flexibility. Recent legislation regarding the Portuguese educational system (Decreto-Lei n.º 55/2018 de 6 de julho) state as a purpose the promotion of better learning for all students, through the achievement of meaningful learning and the development of more complex skills, preparing students for the uncertainty of the future. Despite successive programs to promote school success and reform policies implemented over the past decades, not all students are guaranteed the right to learning and educational success. The problem, therefore, remains. Consequently, the path of change, being unsuccessful, must be questioned. The problematic of our research is thus based on the need to understand whether the school grammar instituted in concrete action fulfils its stated promises. This study is based on the interpretive qualitative paradigm, focusing on the description and understanding of specific and unique realities - two public schools in the district of Porto, with distinct social and cultural contexts. It is, therefore, an exploratory, descriptive and interpretive, presenting and discussing the modes of pedagogical action of school organizations, through the voices of principals, teachers and students, from the following analytical dimensions: school positioning towards Autonomy and Curricular Flexibility; school grammar (planning of educational action, involvement/participation, coordination structures and organizational measures, teaching modes of work, curriculum/curriculum planning, organization of students' work, ways of teaching and learning, assessment of learning); effects of educational action; continuous improvement of the organization; curricular and organizational innovation in schools; students' view of the school. From a content analysis of semi-structured interviews with the principals of the two schools and an analysis of questionnaires to teachers and students, the results indicate little organizational transformation, mainly in the hard core of the daily functioning of schools and pedagogical work in the classroom, and it is reasonable to admit that we need to rethink organizational and professional cultures if we want to meet the challenge of quality learning for all.
This study is based on the purpose of trying to understand how the school organization (re)appropriates the guidelines of the school legislation regarding Autonomy and Curricular Flexibility. Recent legislation regarding the Portuguese educational system (Decreto-Lei n.º 55/2018 de 6 de julho) state as a purpose the promotion of better learning for all students, through the achievement of meaningful learning and the development of more complex skills, preparing students for the uncertainty of the future. Despite successive programs to promote school success and reform policies implemented over the past decades, not all students are guaranteed the right to learning and educational success. The problem, therefore, remains. Consequently, the path of change, being unsuccessful, must be questioned. The problematic of our research is thus based on the need to understand whether the school grammar instituted in concrete action fulfils its stated promises. This study is based on the interpretive qualitative paradigm, focusing on the description and understanding of specific and unique realities - two public schools in the district of Porto, with distinct social and cultural contexts. It is, therefore, an exploratory, descriptive and interpretive, presenting and discussing the modes of pedagogical action of school organizations, through the voices of principals, teachers and students, from the following analytical dimensions: school positioning towards Autonomy and Curricular Flexibility; school grammar (planning of educational action, involvement/participation, coordination structures and organizational measures, teaching modes of work, curriculum/curriculum planning, organization of students' work, ways of teaching and learning, assessment of learning); effects of educational action; continuous improvement of the organization; curricular and organizational innovation in schools; students' view of the school. From a content analysis of semi-structured interviews with the principals of the two schools and an analysis of questionnaires to teachers and students, the results indicate little organizational transformation, mainly in the hard core of the daily functioning of schools and pedagogical work in the classroom, and it is reasonable to admit that we need to rethink organizational and professional cultures if we want to meet the challenge of quality learning for all.
Description
Keywords
Inovação e mudança educativa Organização escolar Autonomia e flexibilidade curricular School change and innovation School organization Autonomy and curricular flexibility