| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.84 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Assiste-se a uma nova agitação no regime jurídico do sistema educativo português, com
a aplicação do Decreto-Lei n.º 55/2018 de 6 de Julho, onde o conceito de flexibilidade
curricular ganha centralidade, aliado ao dogma repetido da autonomia das escolas que
desta vez surge acompanhado pelos documentos de referência das aprendizagens
essenciais e do perfil dos alunos à saída da escolaridade obrigatória.
Neste cenário de mudança existe um certo consenso na ideia de que os actores
educativos são peças mestras para decidir o fado das políticas educativas. Assim, para
que as injunções normativas sejam capazes de ter um impacto real no terreno educativo,
têm de conseguir que os professores se apropriem das reformas, lhes encontrem
significado. Como tal, torna-se imperativo articular as novas orientações legais, com
uma liderança pedagógica transformacional e distribuída, que reforce o papel dos órgãos
de gestão intermédia, como o caso do representante de grupo disciplinar, e em que os
líderes escolares promovam relações comunitárias, apoiem normas de colegialidade e a
construção de uma visão compartilhada. Neste seguimento procurou-se, analisar e
compreender, a posição estratégica que o representante de grupo disciplinar ocupa num
referencial escolar, marcado por uma matriz burocrática e por jogos de poder, típicos da
“arena política”, que foram acentuados por uma política de prestação de contas
Within the recent legislative innovations in Portuguese educational framework, the concept of curricular flexibility becomes essential, along with the repeated dogma of school autonomy. This time, it is accompanied by the reference documents regarding essential learning and the student profile in the end of the compulsory education. In this changing scenario, there is a certain consensus that educational actors are of the crucial importance in deciding the successfulness of educational policies. Thus, for the normative injunctions to be able to have a real impact in the educational field, teachers must assume ownership of reforms, in order to find meaning in them. As such, it is necessary to articulate the new legal orientations with a transformational and distributed pedagogical leadership that reinforces the role of middle management, such as a teaching group delegate, and where school leaders promote community relations, support collegiality standards, and design a shared vision. Within this framework, we attempted to analyze and understand the strategic position which the teaching group delegate occupies in a school system, imprinted by a bureaucratic matrix and power games, typical for the “political arena”, which were accentuated by an accountability policy.
Within the recent legislative innovations in Portuguese educational framework, the concept of curricular flexibility becomes essential, along with the repeated dogma of school autonomy. This time, it is accompanied by the reference documents regarding essential learning and the student profile in the end of the compulsory education. In this changing scenario, there is a certain consensus that educational actors are of the crucial importance in deciding the successfulness of educational policies. Thus, for the normative injunctions to be able to have a real impact in the educational field, teachers must assume ownership of reforms, in order to find meaning in them. As such, it is necessary to articulate the new legal orientations with a transformational and distributed pedagogical leadership that reinforces the role of middle management, such as a teaching group delegate, and where school leaders promote community relations, support collegiality standards, and design a shared vision. Within this framework, we attempted to analyze and understand the strategic position which the teaching group delegate occupies in a school system, imprinted by a bureaucratic matrix and power games, typical for the “political arena”, which were accentuated by an accountability policy.
Description
Keywords
Organização Modelo racional burocrático Modelo político Poder Conflito Liderança Representante de grupo disciplinar Organization Bureaucratic rational model Political model Power Conflict Leadership Teaching group delegate