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A periferia como centro : a influência das políticas nacionais no quotidiano das escolas : o olhar dos directores
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O desenvolvimento do sistema educativo teve como denominador comum um modelo centralizado. A definição das políticas educativas gerais mas também a actuação mais pormenorizada das escolas era definida centralmente por um Estado que se assumia como educador. Embora este modelo sempre tenha sido alvo de críticas, estas acentuam-se em meados do século XX. Nessa altura, diferentes sectores da sociedade, com diferentes argumentos, colocam em causa o modelo centralizado apontando-o como anacrónico e ineficiente. Os conceitos de descentralização, desconcentração, autonomia e privatização emergem como opções alternativas. Estes conceitos são utilizados por diferentes sectores muitas vezes como significados distintos e até paradoxais o que impõe a necessidade de uma conceptualização elaborada no início deste trabalho. Em Portugal, principalmente depois da revolução de Abril, são ensaiadas tentativas de “reforma” do modelo centralizado e os conceitos anteriormente enunciados começam a aparecer nos discursos políticos e na legislação educativa. Neste trabalho, procurámos analisar a realidade através do olhar de directores escolares (a periferia das políticas educativas) que viveram mais de uma década de experiência de “reformas” educativas e de mudanças e o modo como essas “reformas” e mudanças influenciaram a vida das escolas. A nossa análise originou um conjunto de reflexões e conclusões que encontram no quadro da “hipocrisia organizada” o seu mais consistente referencial de análise.
The development of the educational system has always had, as a common denominator, a centralized model. The definition of general educational policies, but also the detailed processes and proceedings of the schools, was defined centrally by a State, who assumed the role of educator. Although this model has always been object of critical analysis, the criticism was stressed in the mid of the twentieth century. Back then, different sectors of society, with different arguments, questioned the centralized model, deeming it as anachronistic and inefficient. The concepts of decentralization, deconcentration, autonomy and privatization emerged as alternative options. These concepts were used by different sectors of society, often with different and even paradoxical meanings, which imposed the need for an elaborate conceptualization at the beginning of this study. In Portugal, especially in the aftermath of the April revolution, different attempts to “reform” the centralized model were tested and the concepts to which we alluded earlier began to appear in the political speech and in the legislation focusing education. In this study our goal was to analyse the reality through the eyes of the principals (the periphery of the educational policies) who, for more than a decade, have endured the experiments of educational “reform”, and the means by which those “reforms” have influenced school life. Our analysis of the data originated a set of reflections and conclusions, which find in the framework of “organized hypocrisy” its most consistent referential of analysis.
The development of the educational system has always had, as a common denominator, a centralized model. The definition of general educational policies, but also the detailed processes and proceedings of the schools, was defined centrally by a State, who assumed the role of educator. Although this model has always been object of critical analysis, the criticism was stressed in the mid of the twentieth century. Back then, different sectors of society, with different arguments, questioned the centralized model, deeming it as anachronistic and inefficient. The concepts of decentralization, deconcentration, autonomy and privatization emerged as alternative options. These concepts were used by different sectors of society, often with different and even paradoxical meanings, which imposed the need for an elaborate conceptualization at the beginning of this study. In Portugal, especially in the aftermath of the April revolution, different attempts to “reform” the centralized model were tested and the concepts to which we alluded earlier began to appear in the political speech and in the legislation focusing education. In this study our goal was to analyse the reality through the eyes of the principals (the periphery of the educational policies) who, for more than a decade, have endured the experiments of educational “reform”, and the means by which those “reforms” have influenced school life. Our analysis of the data originated a set of reflections and conclusions, which find in the framework of “organized hypocrisy” its most consistent referential of analysis.
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Descentralização Autonomia Políticas educativas Administração educativa Decentralization Autonomy Education policies Educational administration Hipocrisia Hypocrisy