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Gramática escolar : que bloqueios e que caminhos de regeneração?
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O modelo escolar de base industrial que permanece enraizado nas escolas tornou-se desadequado e incapaz de responder às necessidades das pessoas e da sociedade. Esta dificuldade coloca as políticas educativas e as escolas em confronto com um conjunto de problemas que põem em causa a sua missão de a todos educar de forma plena, inclusiva e justa. Assiste-se ao insucesso de alunos e ao abandono escolar que se refletem nos resultados, a fenómenos de repetência e de absentismo e a um abandono oculto marcado por sentimentos de desinteresse, desmotivação e desvalorização em relação à escola. Ao longo dos anos, a discussão em torno da inovação educativa tem-se intensificado, principalmente, por ser vista como uma possível resposta a estes problemas que afetam diariamente as escolas. Em Portugal, em particular, houve esta consciência de olhar para a mudança como uma necessidade fundamental à melhoria da qualidade das aprendizagens e do sucesso dos alunos. Para isso, desde o ano 2018 foi conferida uma certa autonomia a todas as escolas para idealizarem e implementarem planos de inovação por meio de uma gestão superior a 25% das matrizes-curriculares base. Perante isto, a presente tese surge com o propósito de se debruçar sobre estas escolas e compreender os problemas a que pretendem dar resposta, o foco de mudança, o modo como estas foram percebidas pelos alunos, professores e diretores e o seu impacto na ação educativa. Para isto, adotamos, preferencialmente, um paradigma de investigação de cariz tendencialmente qualitativo operacionalizado através de uma abordagem quantitativa e qualitativa. Assim, esta tese é constituída por um conjunto de três estudos centrados na análise, apropriação e efeitos dos planos de inovação. O estudo 1 centra-se na análise de conteúdo com enfoque no sentido social a um conjunto de 66 planos de inovação que permitiu aferir os problemas identificados pelas e escolas e as variáveis convocadas para os resolver. O estudo 2 incide, de igual modo, na análise de conteúdo a estes planos de inovação, focando-se, no entanto, numa orientação local e sistémica e elegendo o aluno e a aprendizagem como referência. Desta forma, foi possível identificar as mudanças organizacionais e pedagógicas privilegiadas e descuradas pelas escolas. O estudo 3 recaiu num estudo de caso a duas destas escolas que evidenciava uma maior abrangência das dimensões inovadoras e cujo plano de inovação abrangia um número significativo de alunos. A partir deste estudo, procurou-se perceber, numa primeira instância, se as medidas prescritas no plano de inovação foram efetivamente transpostas para a ação, e depois de que modo estas foram percecionadas e acolhidas por alunos, professores e diretor e os efeitos das mesmas. Todos os estudos possibilitaram concluir que os planos de inovação trouxeram algumas mudanças, por exemplo ao nível do modo de trabalho docente, modo de trabalho pedagógico, na gestão de currículo e no desenvolvimento profissional. No entanto, foi possível também verificar que vieram acompanhados de obstáculos que inviabilizaram uma rutura profunda da gramática escolar, imprescindível para que se assegure o cumprimento da missão da escola: fazer com que todos aprendam.
The industrial-based school model that remains entrenched in schools has become inadequate and unable to meet the needs of individuals and society. This difficulty places educational policies and schools in direct confrontation with a set of problems that undermine their mission to educate everyone in a fully inclusive and just manner. We are witnessing student failure and school dropout, reflected in results, phenomena of grade repetition and absenteeism, and a hidden dropout characterised by feelings of disinterest, demotivation, and devaluation of the school system. Over the years, the discussion surrounding educational innovation has intensified, primarily as it is seen as a potential solution to the daily challenges faced by schools. In Portugal, particularly, there has been an increasing awareness of the need for change as a fundamental requirement for improving the quality of learning and students’ success. Since 2018, all schools have been granted a degree of autonomy to design and implement innovation plans, allowing them to manage more than 25% of the core curriculum matrices. Considering this, the present thesis aims to examine these schools and understand the problems they seek to answer, the areas of change, how they were perceived by students, teachers, and headteachers, and their impact on educational practice. To achieve this, a research paradigm of a predominantly qualitative nature was adopted, operationalised through both quantitative and qualitative approaches. Thus, this thesis consists of three studies focusing on the analysis, appropriation, and effects of innovation plans. Study 1 focuses on content analysis, with an emphasis on the social sense of a set of 66 innovation plans, allowing for an assessment of the problems identified by the schools and the variables addressed to resolve them. Study 2 also focuses on content analysis of these innovation plans, but with a focus on local and systemic orientation, selecting the student and learning as key references. In this way, it was possible to identify the organisational and pedagogical changes prioritised or neglected by the schools. Study 3 involves a case study of two schools that exhibited a broader scope of innovative dimensions, with their innovation plans covering a significant number of students. This study aimed, initially, to understand whether the measures prescribed in the innovation plan were effectively put into action, and then to examine how these measures were perceived and received by students, teachers, and the headteacher, as well as their effects. All studies led to the conclusion that the innovation plans brought about some changes, such as in the way teaching is conducted, the pedagogical approach, curriculum management, and professional development. However, it was also evident that these changes were accompanied by obstacles that prevented a profound break from the ingrained school framework, which is essential to ensuring the fulfilment of the school’s mission: enabling all students to learn.
The industrial-based school model that remains entrenched in schools has become inadequate and unable to meet the needs of individuals and society. This difficulty places educational policies and schools in direct confrontation with a set of problems that undermine their mission to educate everyone in a fully inclusive and just manner. We are witnessing student failure and school dropout, reflected in results, phenomena of grade repetition and absenteeism, and a hidden dropout characterised by feelings of disinterest, demotivation, and devaluation of the school system. Over the years, the discussion surrounding educational innovation has intensified, primarily as it is seen as a potential solution to the daily challenges faced by schools. In Portugal, particularly, there has been an increasing awareness of the need for change as a fundamental requirement for improving the quality of learning and students’ success. Since 2018, all schools have been granted a degree of autonomy to design and implement innovation plans, allowing them to manage more than 25% of the core curriculum matrices. Considering this, the present thesis aims to examine these schools and understand the problems they seek to answer, the areas of change, how they were perceived by students, teachers, and headteachers, and their impact on educational practice. To achieve this, a research paradigm of a predominantly qualitative nature was adopted, operationalised through both quantitative and qualitative approaches. Thus, this thesis consists of three studies focusing on the analysis, appropriation, and effects of innovation plans. Study 1 focuses on content analysis, with an emphasis on the social sense of a set of 66 innovation plans, allowing for an assessment of the problems identified by the schools and the variables addressed to resolve them. Study 2 also focuses on content analysis of these innovation plans, but with a focus on local and systemic orientation, selecting the student and learning as key references. In this way, it was possible to identify the organisational and pedagogical changes prioritised or neglected by the schools. Study 3 involves a case study of two schools that exhibited a broader scope of innovative dimensions, with their innovation plans covering a significant number of students. This study aimed, initially, to understand whether the measures prescribed in the innovation plan were effectively put into action, and then to examine how these measures were perceived and received by students, teachers, and the headteacher, as well as their effects. All studies led to the conclusion that the innovation plans brought about some changes, such as in the way teaching is conducted, the pedagogical approach, curriculum management, and professional development. However, it was also evident that these changes were accompanied by obstacles that prevented a profound break from the ingrained school framework, which is essential to ensuring the fulfilment of the school’s mission: enabling all students to learn.
Descrição
Palavras-chave
Gramática escolar Modelo de ensino Inovação educativa Metamorfose Melhoria das escolas Grammar of schooling Teaching model Educational innovation Metamorphosis School improvement
Contexto Educativo
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Licença CC
Sem licença CC