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Advisor(s)
Abstract(s)
O presente estudo caracteriza o papel das lideranças, da cultura escolar e processo ensinoaprendizagem
de duas escolas com resultados académicos diferentes, mas com contextos e populações estudantis semelhantes. Foi possível verificar que as duas escolas apresentam diferenças na forma como as lideranças são exercidas, na sua cultura escolar e na forma como planeiam e concretizam o processo ensinoaprendizagem. A escola que apresenta melhores resultados académicos destaca-se pelo seu estilo organizativo, pelas lideranças mobilizadoras com missões e propósitos partilhados. Os dados confirmam que a existência de diálogo, debate pedagógico e cooperação entre professores, bem como, sentido de
pertença, transformação e proximidade entre os docentes são aspetos essenciais para o sucesso
escolar. Em alguns aspetos, houve contradições entre o que é afirmado pelos professores e o que
foi observado na sala de aula e/ou é percecionado pelos alunos, evidenciando que a escola é um
mosaico de visões, perceções e realidades.
This study characterizes the role of leadership, school culture and teaching-learning process of two schools with different academic outcomes, but with similar contexts and student populations. It was found that the two schools differ in the way leaders are exercised and in their school culture and in how they plan and implement the teaching-learning process. The school with the best academic results stands out for its organizational style, for its mobilizing leaders with shared missions and purposes. The data confirm that the existence of dialogue, pedagogical debate and cooperation between teachers, as well as a sense of belonging, transformation and proximity among teachers are essential aspects for school success. In some aspects, there were contradictions between what the teachers state and what was observed in the classroom and / or perceived by the students, showing that the school is a mosaic of visions, perceptions and realities.
This study characterizes the role of leadership, school culture and teaching-learning process of two schools with different academic outcomes, but with similar contexts and student populations. It was found that the two schools differ in the way leaders are exercised and in their school culture and in how they plan and implement the teaching-learning process. The school with the best academic results stands out for its organizational style, for its mobilizing leaders with shared missions and purposes. The data confirm that the existence of dialogue, pedagogical debate and cooperation between teachers, as well as a sense of belonging, transformation and proximity among teachers are essential aspects for school success. In some aspects, there were contradictions between what the teachers state and what was observed in the classroom and / or perceived by the students, showing that the school is a mosaic of visions, perceptions and realities.
Description
Keywords
Lideranças Cultura de escola (in)sucesso escolar Processo ensino-aprendizagem Sala de aula Leaderships School culture School (in)success Process teaching-learning Classroom
Pedagogical Context
Citation
Amorim, S., Cabral, I., Alves, J.M., Cunha, R.S (2020). Culturas escolares, lideranças, processo de ensino aprendizagem e resultados: apresentação de dados de um estudo duplo comparativo. In Llibre d’actes de la I Conferència Internacional de Recerca en Educació. Educació 2019: Reptes, tendències i compromisos, Barcelona, España, 4-5 Novembre 2019. (pp. 851-858). Albacete: LiberLibro
Publisher
LiberLibro