Advisor(s)
Abstract(s)
Da constatação de uma escola com situações de conflitualidade, parto, com
alguns registos de vivências mais significativas, relacionadas com denúncias,
para sua análise, interpretação e projeção para a ação futura.
Emergem conflitos que revelam uma escola com estruturas vulneráveis, com
deficiências de gestão e comunicação, com comportamentos e atitudes
pedagógicos questionados e objetos de censura por parte de encarregados de
educação que se pronunciam e queixam, na maior parte dos casos, de forma
anónima ou pseudónima, com receio de represálias. Na sequência destas
denúncias, surgem intervenções administrativas superiores e outras a nível de
gestão interna da escola. Os órgãos e estruturas de gestão tomam, a custo,
consciência do mal-estar que se vai instalando na escola.
As soluções dadas ou que se pretendem dar aos problemas e conflitos não
resultam porque não são adequadas. Não há uma verdadeira liderança
caraterística de uma escola aprendente.
A elucidação dos factos e dos atos narrados abrem para perspetivas de uma
escola participada e partilhada por intervenientes e cooperadores que façam
dela uma verdadeira estrutura educativa.
Por isso, a partir da reflexão elucidada, impõe-se uma liderança numa escola
que se deseja aprendente: aberta à mudança, cooperante, com cultura reflexiva
e trabalho de equipa, em interação permanente num processo bilateral de
diálogo escola-lar, casa-escola, e sem interferências negativas no processo de
comunicação quer do lado do emissor quer do lado do recetor.
O futuro exige da escola uma melhoria com liderança partilhada e capacidade
de aprendizagem, que possibilitem a resolução positiva e criativa de conflitos.
Finding a school with situations of conflict, I start with some records of my most significant experiences related to complaints, to be analysed, interpreted and projected for future action. Conflicts emerge that reveal a school with vulnerable structures, with management and communication handicaps, with questioned behaviours and pedagogical attitudes and objects of censorships by parents (or those who are responsible for the students’ school education) who speak out and complain, in most cases, in an anonymous or pseudonymous way, with fear of retaliations. Following these complaints arise higher administrative interventions and others at an internal level of school management. Dearly, the organs and management structures take consciousness of the discomfort that slowly lodges in its school. The solutions that are given or which are intended to be given to the problems and conflicts don’t arise because they’re not appropriate. There isn’t a true or real leadership that characterizes a school in a learning process. The elucidation of the facts and acts narrated open us to perspectives of a participated and shared school by actors/intervenients and co-workers who make of it a real and true educational structure. Therefore, from this elucidated analysis, it calls for a leadership in a school which is desired to be in a learning process: open to change, cooperative, with a reflexive culture and teamwork, in constant interaction in a bilateral process of dialogue between school-home, house-school, without negative interferences in the communication process either from the transmitter’s or receiver’s side. The future demands improvement with shared leadership and learning ability from the school, which will enable the positive and creative resolution of conflicts.
Finding a school with situations of conflict, I start with some records of my most significant experiences related to complaints, to be analysed, interpreted and projected for future action. Conflicts emerge that reveal a school with vulnerable structures, with management and communication handicaps, with questioned behaviours and pedagogical attitudes and objects of censorships by parents (or those who are responsible for the students’ school education) who speak out and complain, in most cases, in an anonymous or pseudonymous way, with fear of retaliations. Following these complaints arise higher administrative interventions and others at an internal level of school management. Dearly, the organs and management structures take consciousness of the discomfort that slowly lodges in its school. The solutions that are given or which are intended to be given to the problems and conflicts don’t arise because they’re not appropriate. There isn’t a true or real leadership that characterizes a school in a learning process. The elucidation of the facts and acts narrated open us to perspectives of a participated and shared school by actors/intervenients and co-workers who make of it a real and true educational structure. Therefore, from this elucidated analysis, it calls for a leadership in a school which is desired to be in a learning process: open to change, cooperative, with a reflexive culture and teamwork, in constant interaction in a bilateral process of dialogue between school-home, house-school, without negative interferences in the communication process either from the transmitter’s or receiver’s side. The future demands improvement with shared leadership and learning ability from the school, which will enable the positive and creative resolution of conflicts.
Description
Keywords
Conflitualidade Inovação Mudança Intervenientes Cooperadores Equipa Visão partilhada Comunicação Processo bilateral Melhoria Escola aprendente Liderança Capacidade de aprendizagem Conflict Innovation Change Actors/intervenients Co-workers Team Shared vision Communication Bilateral process Improvement School in a learning process Leadership Learning ability