Advisor(s)
Abstract(s)
O tema da presente dissertação enquadra-se na área da Administração e
Organização Escolar, centrando-se na problemática relativa à cultura colaborativa da
escola promovida pela liderança.
Na primeira parte do trabalho são apresentadas as várias concepções em torno do
conceito de cultura colaborativa e das suas implicações na definição da imagem
organizacional da escola. Nestes estudos, analisa-se a dimensão relacional do
trabalho dos professores, encarando-se o isolamento profissional dos docentes como
um fenómeno social que continua a predominar nas escolas, apesar dos esforços
evidenciados por muitos para alterar esta situação. São igualmente identificadas as
boas práticas do trabalho colaborativo e a forma como estas podem marcar a
diferença na organização escolar. A necessidade da escola responder às mudanças
exigidas pelas reformas educativas obriga a que a liderança tome consciência do que
significam essas mudanças, do que se exige, se é exequível e desejável. Para além
disso, é fundamental refletir sobre a forma de garantir a sustentabilidade e
durabilidade das ações da gestão escolar.
Na segunda parte, descreve-se, através de um estudo de caso, de que forma a
equipa de coordenação pedagógica percepciona e exerce a liderança, numa lógica de
promoção do trabalho colaborativo.
Em termos metodológicos, para responder às questões formuladas desenhou-se
um estudo empírico, recorrendo-se à interpretação dos documentos-base que
presidem a uma dinâmica organizativa de escola, à observação participante e à
análise de conteúdo das entrevistas feitas à equipa de coordenação pedagógica.
A análise dos dados obtidos sugere que só a promoção de lideranças holísticas
tornará possível a implementação de um trabalho colaborativo sustentável.
The theme of this dissertation fits the Administration and School Organization area, focusing on the problem of school’s cooperative culture promoted by leadership. The first part of the essay presents the various conceptions of the cooperative culture and its implications in the definition of the school’s organizational image. In these studies, it is analyzed a dimension of teachers’ relational work , facing teachers’ professional isolation as a social phenomenon which remains in schools despite many people’s efforts to change this situation. It also identifies the good practices of cooperative work and the way these, and their influence in the school’s organization, can set the difference. The school’s need to face the changes demanded by the educational reforms forces the leadership to be aware of what those changes mean, of what is demanded, whether it is feasible and desirable. Furthermore, it is essential to reflect on the way to assure the sustainability and durability of the school management’s actions. The second part describes, through a study case, the way in which the pedagogical coordination team perceives and exerts leadership so as to promote the cooperative work. In what methodology is concerned, and to answer the formulated questions, an empirical study was drawn, turning to the interpretation of the base documents which rule the school’s organizational dynamic, the observation protocol and the analysis of the interviews’ contents done to the pedagogical coordination team. The analysis of the obtained data suggests that only the promotion of holistic leadership will allow the settlement of a cooperative work.
The theme of this dissertation fits the Administration and School Organization area, focusing on the problem of school’s cooperative culture promoted by leadership. The first part of the essay presents the various conceptions of the cooperative culture and its implications in the definition of the school’s organizational image. In these studies, it is analyzed a dimension of teachers’ relational work , facing teachers’ professional isolation as a social phenomenon which remains in schools despite many people’s efforts to change this situation. It also identifies the good practices of cooperative work and the way these, and their influence in the school’s organization, can set the difference. The school’s need to face the changes demanded by the educational reforms forces the leadership to be aware of what those changes mean, of what is demanded, whether it is feasible and desirable. Furthermore, it is essential to reflect on the way to assure the sustainability and durability of the school management’s actions. The second part describes, through a study case, the way in which the pedagogical coordination team perceives and exerts leadership so as to promote the cooperative work. In what methodology is concerned, and to answer the formulated questions, an empirical study was drawn, turning to the interpretation of the base documents which rule the school’s organizational dynamic, the observation protocol and the analysis of the interviews’ contents done to the pedagogical coordination team. The analysis of the obtained data suggests that only the promotion of holistic leadership will allow the settlement of a cooperative work.