| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 168.12 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Orientações legislativas no sistema educativo português enunciam a Autonomia e Flexibilidade Curricular como a forma de as escolas promoverem melhores aprendizagens para todos os alunos. A problemática da nossa investigação assentou na necessidade de compreender se a gramática escolar instituída na ação concreta cumpre as promessas enunciadas, tendo, assim, sido o objeto da nossa investigação a compreensão da forma como a organização escolar se (re)apropria das orientações da legislação escolar relativa à Autonomia e Flexibilidade Curricular. 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. O estudo exploratório realizado assentou na análise de conteúdo de entrevistas semiestruturadas a diretores e de questionários aplicados a professores e a alunos de duas escolas, por forma a tentar compreender-se os impactos das orientações normativas na ação educativa. Os resultados indiciam poucas transformações organizativas, principalmente no núcleo duro do funcionamento quotidiano das escolas e do trabalho pedagógico na sala se aula. Desafios da mudança escolar através de normativos terão tendência a não surtir efeito.
Guidelines on the Portuguese education system promote Autonomy and Curricular Flexibility as a way schools can improve the learning mechanisms for their students. The motivation for this investigation was the need to comprehend whether the school grammar instituted in concrete action fulfils its stated promises. The main purpose of this study was to understand how the school organization (re)appropriates the guidelines of the school legislation regarding Autonomy and Curricular Flexibility. The study follows a qualitative interpretation methodology, focusing on the description and comprehension of specific and singular realities – two public schools in the district of Porto, with distinct social and cultural contexts. This exploratory study is based on the analysis of semi-structured interviews with school principals and questionnaires answered by teachers from both schools, focused on understanding the impacts of the guidelines in their schools. The results point to small organizational changes that are even less noticeable in the daily operation of the school and the pedagogical work in the classroom. It is reasonable to conclude that law regulations tend to have no impact.
Guidelines on the Portuguese education system promote Autonomy and Curricular Flexibility as a way schools can improve the learning mechanisms for their students. The motivation for this investigation was the need to comprehend whether the school grammar instituted in concrete action fulfils its stated promises. The main purpose of this study was to understand how the school organization (re)appropriates the guidelines of the school legislation regarding Autonomy and Curricular Flexibility. The study follows a qualitative interpretation methodology, focusing on the description and comprehension of specific and singular realities – two public schools in the district of Porto, with distinct social and cultural contexts. This exploratory study is based on the analysis of semi-structured interviews with school principals and questionnaires answered by teachers from both schools, focused on understanding the impacts of the guidelines in their schools. The results point to small organizational changes that are even less noticeable in the daily operation of the school and the pedagogical work in the classroom. It is reasonable to conclude that law regulations tend to have no impact.
Description
Keywords
Inovação e mudança educativa Organização escolar Autonomia e flexibilidade curricular Innovation and school changes School organization Autonomy and curricular flexibility