Orientador(es)
Resumo(s)
The approaches which rule power studies, namely the power relations and types of
power, as well as their practice in organizations and politics, can be put into
practice in applied to school organization.
Our study on power in the school field is circumscribed to an intermediate
pedagogical manager, the class director. Our study’s goal is to identify the
structures in which the action of the class director is developed and to understand
his perception on the effectiveness of his powers. This is a qualitative,
ethnographic and (self) biographical study based on documentary research,
participating observation and interview.
The teachers' perceptions are linked to their profile and to technical and socioemotional skills required by the function’s exercise, the criteria under the
function’s nomination, their importance in school life, the most valued functions
and the tasks that keep them busy, the colleagues’ understanding of their action,
reducing it mainly to disciplinary control and to the coordination of summative
evaluation tasks, the sources of their power at school, and to the role of brief
training courses to develop skills underlying their functions.
Descrição
Palavras-chave
Class director Functions Skills Power
Contexto Educativo
Citação
Sousa, S. M., Machado, J. (2017). As perceções dos diretores de turma sobre as suas funções e poderes. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 183-191). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Editora
Universidade Católica Portuguesa