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Advisor(s)
Abstract(s)
O estudo de uma realidade tão complexa como a escola deve assentar numa visão holística e articuladora das suas diferentes racionalidades e da sua multiplicidade de atores. Num momento de viragem de paradigma ao nível da administração central, em que o discurso da autonomia tem vindo, ao longo dos últimos anos, a deixar algumas marcas na gestão escolar, é importante percecionar cada mudança de uma forma coerente e integradora. Assim, se pretendemos perceber melhor a maneira como os modos de trabalho dos professores têm vindo, paulatinamente, a mudar, é conveniente que compreendamos o percurso de mudança da administração e gestão escolar, a(s) cultura(s) de escola que marcam o espaço em que os professores exercem a sua atividade e a influência das lideranças, nomeadamente as intermédias, na forma como desenvolvem o seu trabalho não só em sala de aula, mas sobretudo com os colegas. Para percebermos a forma como a colaboração e as lideranças podem estar ao serviço de um professor colaborativo e reflexivo, procurámos adotar um modelo de investigação humanista-interpretativo, ou seja, uma investigação naturalista, conjugando uma abordagem quantitativa e qualitativa. Para caracterizarmos a(s) cultura(s) da escola, com base na análise da frequência, da abrangência e da amplitude das diferentes interações realizadas entre os docentes, usámos processos de análise de dados baseados na linguagem estatística. Por outro lado, para aprofundarmos alguns contextos singulares e as perspetivas de atores individuais, optámos por uma abordagem qualitativa. Feita a análise de todos os dados, concluímos que, embora se note da parte de todos os atores escolares uma vontade para instituir a inovação e a mudança, revelada através da implementação de diferentes dinâmicas colaborativas, esta mudança tem sido muito lenta e ténue. Parece-nos que a sua implementação está a ser coartada por estrangulamentos estruturais, pela falta de saber fazer e pela fragmentação, balcanização e individualismo que estão inscritos na história da organização escolar e do corpo docente, apresentando raízes na arquitetura das escolas e na sua organização secular em salas de aulas, turmas autónomas com horários e professores fixos.
The study of a reality as complex as the school should be based on a holistic and articulating vision of its different rationalities and multiplicity of actors. At a moment of paradigm shift at the level of central administration, in which the discourse of autonomy has, over the past few years, left some marks on school management, it is important to perceive each change in a coherent and integrating way. Thus, if we want to better understand the manner in which the teachers' working ways have gradually been changing, it is convenient that we understand the course of change in school administration and management, the school culture(s) that mark the space in which teachers exercise their activity and the influence of leaders, namely intermediate ones, in how they develop their work, not only in the classroom, but especially with colleagues. In order to understand how collaboration and leadership can be at the service of a collaborative and reflective teacher, we tried to adopt a humanistic interpretive research model, that is, a naturalistic research, combining a quantitative and qualitative approach. To characterize the school culture(s), based on the analysis of the frequency, comprehensiveness and range of the different interactions between teachers, we used data analysis processes based on statistical language. On the other hand, to deepen some unique contexts and the perspectives of individual actors, we opted for a qualitative approach. After analysing all the data, we concluded that, although there is a willingness on the part of all school actors to establish innovation and change, revealed through the implementation of different collaborative dynamics, this change has been very slow and tenuous. In fact, it seems to us that it is being restricted by structural bottlenecks, the lack of know-how and the fragmentation, balkanization and individualism that are inscribed in the history of the school organization and the teaching staff, having roots in the architecture of schools and its secular organization in classrooms, autonomous classes with fixed schedules and teachers.
The study of a reality as complex as the school should be based on a holistic and articulating vision of its different rationalities and multiplicity of actors. At a moment of paradigm shift at the level of central administration, in which the discourse of autonomy has, over the past few years, left some marks on school management, it is important to perceive each change in a coherent and integrating way. Thus, if we want to better understand the manner in which the teachers' working ways have gradually been changing, it is convenient that we understand the course of change in school administration and management, the school culture(s) that mark the space in which teachers exercise their activity and the influence of leaders, namely intermediate ones, in how they develop their work, not only in the classroom, but especially with colleagues. In order to understand how collaboration and leadership can be at the service of a collaborative and reflective teacher, we tried to adopt a humanistic interpretive research model, that is, a naturalistic research, combining a quantitative and qualitative approach. To characterize the school culture(s), based on the analysis of the frequency, comprehensiveness and range of the different interactions between teachers, we used data analysis processes based on statistical language. On the other hand, to deepen some unique contexts and the perspectives of individual actors, we opted for a qualitative approach. After analysing all the data, we concluded that, although there is a willingness on the part of all school actors to establish innovation and change, revealed through the implementation of different collaborative dynamics, this change has been very slow and tenuous. In fact, it seems to us that it is being restricted by structural bottlenecks, the lack of know-how and the fragmentation, balkanization and individualism that are inscribed in the history of the school organization and the teaching staff, having roots in the architecture of schools and its secular organization in classrooms, autonomous classes with fixed schedules and teachers.
Description
Keywords
Trabalho colaborativo Liderança pedagógica Profissionalismo interativo Comunidades de aprendizagem Equipas educativas Collaborative work Pedagogical leadership Interactive professionalism Learning communities Educational teams