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Uma investigação inicia-se pela identificação de um potencial problema ou de um processo que carece de clarificação. A concretização do Programa de Modernização do Parque Escolar Destinado ao Ensino Secundário, sob administração e gestão da Parque Escolar E. P. E., configura uma dessas situações. A investigação que se desenvolveu teve o seu enfoque na avaliação da relação entre as intenções que o Programa de Modernização incorpora, nomeadamente a introdução de novos paradigmas educativos, e os resultados que produziu ao nível das caraterísticas dos espaços educativos e equipamentos das escolas, no processo de ensino-aprendizagem e, por inerência, nos resultados escolares.
Para a sua concretização desenvolveu-se um plano de investigação assente na questão que visa esclarecer se a modernização efetuada pela Parque Escolar E. P. E., nas escolas secundárias, introduziu mudanças nos modos de ensinar, aprender e interagir entre os elementos da comunidade educativa. Para objetivar a sua concretização foi subdividida em cinco subquestões, cuja procura de possíveis respostas descritivas é orientada por dez objetivos específicos.
O plano de investigação assentou numa estratégia metodológica direcionada para o estudo em três escolas do Distrito do Porto. Os sujeitos de investigação, no plano físico, são os edifícios escolares e os espaços educativos, no plano humano, os diretores, professores e alunos e, no plano didático-pedagógico, o diálogo da simbiose funcional existente entre ambos. A amostra é constituída por 172 professores, 614 alunos e três diretores escolares. A recolha de dados decorreu ao longo dos anos letivos de 2016-2017 e 2017-2018.
A metodologia de investigação mobilizou técnicas qualitativas e quantitativas, na recolha e tratamento dos dados, tendo em vista a compreensão integrada dos processos, numa visão holística do conjunto multidimensional que carateriza o programa de modernização e as organizações escolares. As técnicas de investigação mobilizadas foram a análise documental, inquérito por entrevista e questionário, observação não participante e registo fotográfico. A análise dos dados conduziu-nos na construção de uma perspetiva idiossincrática das três escolas modernizadas, à identificação e delimitação das perceções que os atores educativos têm sobre o impacto que a modernização dos espaços escolares e equipamentos escolares produziu no processo de ensino-aprendizagem.
Os resultados indicam que o nível de satisfação global dos professores, alunos e diretores, com o plano de modernização, é elevado embora diferenciado em cada uma das escolas. No entanto, as
práticas educativas não sofreram mudanças e prevalece a exposição oral/escrita dos conteúdos programáticos, auxiliada com recurso a meios informáticos e eletrónicos. Foram criadas novas oportunidades de abertura da escola à comunidade e, apesar das melhorias globais das condições de habitabilidade, são identificados como aspetos menos positivos as perceções de conforto térmico e da circulação do ar. A relação linear – melhores instalações – melhores resultados escolares, não é percetível para os professores nem corroborada pelos diretores.
An investigation begins with the identification of a potential problem or a process that needs clarification. The completion of the School Park Modernization Program for Secondary Education, under the administration and management of Parque Escolar E. P. E., constitutes one of these situations. The research developed focused on evaluating the relationship between the intentions that the Modernization Program incorporates, namely the introduction of new educational paradigms, and the results produced in terms of the characteristics of the educational spaces and equipment of schools, in the process teaching-learning and, inherently, school results. To achieve this, a research plan was developed based on the question that aims to clarify whether the modernization carried out by Parque Escolar E. P. E., in secondary schools, introduced changes in the ways of teaching, learning and interacting among the elements of the educational community. In order to achieve its objective, it was subdivided into five sub-questions, whose search for possible descriptive answers is guided by ten specific objectives. The research plan was based on a methodological strategy aimed at studying in three schools in the District of Porto. The subjects of investigation, in the physical plane, are the school buildings and the educational spaces, in the human plane, the directors, teachers and students and, in the didactic-pedagogical plane, the dialogue of the existing functional symbiosis between both. The sample consists of 172 teachers, 614 students and three school principals. Data collection took place over the academic years 2016-2017 and 2017-2018. The research methodology mobilized qualitative and quantitative techniques in the collection and treatment of data, with a view to an integrated understanding of the processes, in a holistic view of the multidimensional set that characterizes the modernization program and school organizations. The investigative techniques used were document analysis, survey by interview and questionnaire, non-participant observation and photographic record. The analysis of the data led us to build an idiosyncratic perspective of the three modernized schools, to the identification and delimitation of the perceptions that educational actors have on the impact that the modernization of school spaces and school equipment produced in the teaching-learning process. The results indicate that the level of global satisfaction of teachers, students and principals, with the modernization plan, is high although differentiated in each school. However, educational practices have not changed and oral / written exposure of the syllabus prevails, aided by the use of computer and electronic means. New opportunities to open the school to the community were created and, despite the global improvements in living conditions, perceptions of thermal comfort and air circulation are identified as less positive aspects. The linear relationship - better facilities - better school results, is not perceived by teachers nor corroborated by principals.
An investigation begins with the identification of a potential problem or a process that needs clarification. The completion of the School Park Modernization Program for Secondary Education, under the administration and management of Parque Escolar E. P. E., constitutes one of these situations. The research developed focused on evaluating the relationship between the intentions that the Modernization Program incorporates, namely the introduction of new educational paradigms, and the results produced in terms of the characteristics of the educational spaces and equipment of schools, in the process teaching-learning and, inherently, school results. To achieve this, a research plan was developed based on the question that aims to clarify whether the modernization carried out by Parque Escolar E. P. E., in secondary schools, introduced changes in the ways of teaching, learning and interacting among the elements of the educational community. In order to achieve its objective, it was subdivided into five sub-questions, whose search for possible descriptive answers is guided by ten specific objectives. The research plan was based on a methodological strategy aimed at studying in three schools in the District of Porto. The subjects of investigation, in the physical plane, are the school buildings and the educational spaces, in the human plane, the directors, teachers and students and, in the didactic-pedagogical plane, the dialogue of the existing functional symbiosis between both. The sample consists of 172 teachers, 614 students and three school principals. Data collection took place over the academic years 2016-2017 and 2017-2018. The research methodology mobilized qualitative and quantitative techniques in the collection and treatment of data, with a view to an integrated understanding of the processes, in a holistic view of the multidimensional set that characterizes the modernization program and school organizations. The investigative techniques used were document analysis, survey by interview and questionnaire, non-participant observation and photographic record. The analysis of the data led us to build an idiosyncratic perspective of the three modernized schools, to the identification and delimitation of the perceptions that educational actors have on the impact that the modernization of school spaces and school equipment produced in the teaching-learning process. The results indicate that the level of global satisfaction of teachers, students and principals, with the modernization plan, is high although differentiated in each school. However, educational practices have not changed and oral / written exposure of the syllabus prevails, aided by the use of computer and electronic means. New opportunities to open the school to the community were created and, despite the global improvements in living conditions, perceptions of thermal comfort and air circulation are identified as less positive aspects. The linear relationship - better facilities - better school results, is not perceived by teachers nor corroborated by principals.
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Keywords
Cultura escolar Espaço escolar Política educativa Projeto educativo Sala de aula School culture School space Educational policy Educational project Classroom