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Desde o final do século XX que o modelo de Direcção Por Valores tem sido utilizado no domínio empresarial no sentido de criar uma nova ordem organizacional em termos de liderança, sobretudo no que diz respeito à relação dos líderes com os seus colaboradores. Trata-se de uma aposta clara em lideranças mais planas e menos tayloristas ou burocráticas, mais dialogantes e menos impositivas e mais centradas em valores partilhados pelos membros da organização do que em regras uniformizadas e asfixiantes. Este modelo de liderança constitui um desafio para as escolas do século XXI interessadas na autonomia e na gestão pelo compromisso e pela responsabilidade. A nossa investigação procurou analisar, através de um estudo de caso, de que forma uma determinada escola desenvolve a Direcção Por Valores. Para a realização do mesmo estudo recorremos aos métodos qualitativos. Fizemos uma análise dos vários documentos institucionais da escola, entrevistas aos respectivos gestores e organizámos alguns diários de campo que nos permitiram identificar um conjunto de valores na escola, entre os quais se destacam a ética, a cidadania, a universalidade e a solidariedade. Os valores são considerados pelos líderes (informantes) como sendo um dispositivo importante da gestão e, por isso, estão presentes na tomada de decisões da escola. A comunicação dos valores não é da competência exclusiva do órgão directivo, mas de todos os membros da comunidade educativa. Ela faz-se nas aulas, nos encontros, nas reuniões; e, de maneira mais informal, nos intervalos, zona do bar, etc. Melhor do que o discurso, o exemplo acaba por ser mais determinante na transmissão de valores. Por outra, o processo de Direcção Por Valores dificilmente é praticado na escola. As razões são várias: uma primeira tem a ver com o excesso de legislação vigente no sistema de ensino português; a segunda relaciona-se com a subjectividade dos valores; uma terceira razão tem a ver com a falta de autonomia da escola. Apesar disso, a escuta, o diálogo, a colegialidade, o trabalho em equipa e a negociação parecem constituir modos de proceder e valores presentes na organização e gestão da escola.
Since the end of the 20th century the managing model by values has been implemented to create a new organizational order in leadership, especially regarding the relationship between leaders and their collaborators. There is a clear push on leaderships more grass- rooted than either bureaucratic or Tayloristic, more dialoguing rather than threatening authoritative, more focused on shared values by the members of the organisation than in uniform and implacable rules. This leadership model challenges the school of the 21st century interested in autonomy and management through commitment and responsibility. Our research has sought to find out, throughout a case study, how a particular school can develop a managing by values. To achieve that, we followed qualitative methods. We analysed a set of institutional school documents; we interviewed managers, too; moreover, we organized some field journals that enabled us to identify the core of school values, such as ethics, citizenship, universality and solidarity. According to the leaders, our key-source of data, values play a significant role within their management. Therefore, values as tool are always present at any decision-making process in the school. The transmission of values is not an exclusive task of the Directive Staff, but it involves the whole educational community environment. It takes places in classes, gatherings, meetings along with informal ways, too, during coffee-breaks, lunch time, as well as at the playground, meeting hall, recreational and cafeteria areas. More worthwhile than speech, exemplar behaviour turns out to be more decisive in passing on values. Though, the management by values almost doesn’t take place in that public school I studied for several reasons. Because it is linked to the overload of the actual educational law-system in Portugal; in addition, it is tied with the subjectivity of values; finally, for the lack of school autonomy. Besides that, listening, dialogue, collegiality, teamwork and negotiation seem to be procedures and values partners of the organizational and management of a school.
Since the end of the 20th century the managing model by values has been implemented to create a new organizational order in leadership, especially regarding the relationship between leaders and their collaborators. There is a clear push on leaderships more grass- rooted than either bureaucratic or Tayloristic, more dialoguing rather than threatening authoritative, more focused on shared values by the members of the organisation than in uniform and implacable rules. This leadership model challenges the school of the 21st century interested in autonomy and management through commitment and responsibility. Our research has sought to find out, throughout a case study, how a particular school can develop a managing by values. To achieve that, we followed qualitative methods. We analysed a set of institutional school documents; we interviewed managers, too; moreover, we organized some field journals that enabled us to identify the core of school values, such as ethics, citizenship, universality and solidarity. According to the leaders, our key-source of data, values play a significant role within their management. Therefore, values as tool are always present at any decision-making process in the school. The transmission of values is not an exclusive task of the Directive Staff, but it involves the whole educational community environment. It takes places in classes, gatherings, meetings along with informal ways, too, during coffee-breaks, lunch time, as well as at the playground, meeting hall, recreational and cafeteria areas. More worthwhile than speech, exemplar behaviour turns out to be more decisive in passing on values. Though, the management by values almost doesn’t take place in that public school I studied for several reasons. Because it is linked to the overload of the actual educational law-system in Portugal; in addition, it is tied with the subjectivity of values; finally, for the lack of school autonomy. Besides that, listening, dialogue, collegiality, teamwork and negotiation seem to be procedures and values partners of the organizational and management of a school.