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A política de regulação da educação comporta uma perspetiva de autonomia da escola. Este artigo analisa a evolução da autonomia da escola em Portugal, sem esquecer a sua condição de unidade organizativa da administração pública central. Contextualiza a fase de germinação da ideia de “escola autónoma” a partir de direitos constitucionais e princípios gerais de organização do sistema educativo e, debruçando-se sobre a fase mais longa da sua materialização legislativa, distingue competências e poderes reconhecidos às escolas em áreas importantes da ação organizacional, bem como os instrumentos criados para o controlo do processo da implementação da autonomia. A análise desse corpus legislativo português sobre a organização e gestão do sistema educativo e das escolas identifica um processo padronizado de intervenção da administração centralizada, a orientação das sucessivas medidas ora mais no sentido de autonomia, ora mais no sentido de heteronomia, a conjugação de conceitos característicos de áreas disciplinares diferentes para a sua legitimação, e a introdução de novos e mais eficazes meios de controlo, valorizadores da participação em conformidade com o legalmente instituído mais do que da instituição genuína.
The education regulation policy has an underlying perspective of school autonomy. This article analyses the evolution of school autonomy in Portugal without neglecting its status as an organizational unit of the central public administration. Contextualizes the germination phase of the idea of an “autonomous school” based on constitutional rights and general principles of organization of the educational system and, focusing on the longest period of its legislative materialization, it distinguishes competencies and powers recognized for schools in important areas of organizational action, as well as the instruments created to control the process of implementing autonomy. The analyses of this Portuguese legislative corpus on the organization and management of the educational system and schools identify a standardized process of intervention by the centralized administration, the orientation of successive measures, sometimes more towards autonomy, sometimes more towards heteronomy, the combination of concepts characteristic of different disciplinary areas for their legitimization and the introduction of new and more effective means of control, value participation following the legally established more than the genuine institution.
The education regulation policy has an underlying perspective of school autonomy. This article analyses the evolution of school autonomy in Portugal without neglecting its status as an organizational unit of the central public administration. Contextualizes the germination phase of the idea of an “autonomous school” based on constitutional rights and general principles of organization of the educational system and, focusing on the longest period of its legislative materialization, it distinguishes competencies and powers recognized for schools in important areas of organizational action, as well as the instruments created to control the process of implementing autonomy. The analyses of this Portuguese legislative corpus on the organization and management of the educational system and schools identify a standardized process of intervention by the centralized administration, the orientation of successive measures, sometimes more towards autonomy, sometimes more towards heteronomy, the combination of concepts characteristic of different disciplinary areas for their legitimization and the introduction of new and more effective means of control, value participation following the legally established more than the genuine institution.
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Regulação Autonomia Participação Responsabilidade Regulation Autonomy Participation Accountability