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Authors
Advisor(s)
Abstract(s)
O Projeto Educativo de Escola (adiante designado por PEE) como um documento
estruturante e orientador para a organização educativa, elaborado pela própria escola e que
enquadra o exercício da sua autonomia. Um documento estratégico orientador da ação e que
permite o exercício da autonomia que é concedida às organizações educativas. O PEE,
documento que estabelece a identidade da organização, através da adaptação do quadro
normativo à especificidade do seu contexto, bem como a definição das linhas estratégicas de
intervenção para melhorar a qualidade do processo de ensino e a consequente melhoria das
aprendizagens.
Centro a problemática deste estudo na forma como o PEE é elaborado, comunicado e vivido,
procurando as evidências da sua essência refletidas nas práticas de gestão estratégica das
lideranças, bem como nas ações pedagógicas, curriculares e de recursos humanos. Porque a
autonomia para a ação está ainda muito condicionada na maioria dos estabelecimentos de
ensino em Portugal, baseei este estudo em três escolas de ensino privado, onde os recursos
são mais propícios ao exercício dessa mesma autonomia. Acresce que acredito que na origem
de cada um destes projetos estiveram uma visão e uma ideia particular de escola.
Em termos metodológicos, parti para um estudo de caso múltiplo, que se insere no tipo de
metodologia de natureza qualitativa. Recorri a diferentes instrumentos de recolha de dados
(entrevistas, questionários, documentação específica e observação direta), por forma a
recolher dados para análise e respetiva triangulação.
Encontrei evidências que procurava, mas também outras que não esperava encontrar.
Conheci os contornos particulares de cada uma das três organizações e, na base da grande
maioria deles, encontrei as razões que dão forma ao seu PEE. De forma explicita e implícita,
encontrei um elevado grau de consciência dos valores e objetivos inscritos na missão de cada
um dos três projetos, nas pessoas, nos documentos, nas ações e na maioria das dinâmicas
das organizações. Em algum do tempo que me detive no estudo destas escolas, cheguei
mesmo a achar que a sua autonomia para a ação era plena. Realidades tão diferentes, mas
uma mesma vontade de levar adiante o desejo de fazer melhor, com o objetivo último de
garantir melhores aprendizagens aos seus alunos. Estilos próprios, visões e atores bem distintos, projetos mais elaborados, caminhos mais
lineares ou mais atribulados, documentos mais claros, outros mais visitados, mas no início,
e em comum, uma ideia que se materializa num documento que não vale por si só, mas que
impõe uma ação em conformidade, ainda que muitas vezes com barreiras legais e normativas
que obrigam a uma firme vontade de seguir o caminho definido.
Descobri a importância de um documento estratégico, que nasce da existência de uma
identidade e de uma forma de agir própria, em linha com o PEE - o Projeto Curricular de
Escola (adiante designado por PCE). O documento que descodifica e dirige a ação, orientada
por uma intenção.
The School Educational Project (hereinafter referred to as SEP) as a structuring and guiding document for the educational organization, created by the school itself, which fits the exercise of its autonomy. A strategic document which guides the action and allows the exercise of the autonomy granted to educational organizations. The SEP, document which establishes the identity of each organization, by adapting the normative framework to the specificity of its context, as well as the definition of strategic lines of intervention to improve the quality of the teaching process and the consequent improvement of learning. This study focuses on how the SEP is elaborated, communicated and lived, searching for evidence of its essence reflected in the strategic management practices of the leaderships, on pedagogical, curricular and human resources subjects. Considering that autonomy for action is still very much conditioned in most educational establishments in Portugal, this study is based in three private schools, where the resources are more adjusted to the exercise of this autonomy. On the other hand, I believe that each of these projects was based in a particular vision and a particular idea of school. In methodological terms, I have started with a multiple case study, of qualitative methodology nature. I´ve collected different data (interviews, questionnaires, specific documents and direct observation) for analysis and triangulation. I found evidence that I was looking for, but also evidence that I did not expect to find. I have come to know the particular contours of each of the three organizations and, on the basis of the vast majority of those, I have found the reasons that shape its SEP. Explicitly and implicitly, I found a high degree of awareness of the values and goals which are embedded in the mission of each of the three projects, in the people, in the documents, in the actions and in the majority of the dynamics of the organizations. During some of the time that I have spent in the study of these schools, I even felt that their autonomy for action was total. Realities so different, but the same will to carry on the will to do better, with the ultimate goal of granting better learning to its students. IV Different styles, visions and actors, more elaborated projects, more linear paths, or more distressed, clearer documents, others more visited, but at the beginning, and in common, an idea which is materialized in a document which does not stand for itself, but which imposes an action accordingly, even if often with legal and normative barriers which require a firm will to follow the defined path. I found the relevance of a strategic document, born from the existence of an own identity and way of acting, aligned with the SEP - the School Curriculum Project (hereinafter referred to as SCP). The document that decodes and directs action, guided by an intention.
The School Educational Project (hereinafter referred to as SEP) as a structuring and guiding document for the educational organization, created by the school itself, which fits the exercise of its autonomy. A strategic document which guides the action and allows the exercise of the autonomy granted to educational organizations. The SEP, document which establishes the identity of each organization, by adapting the normative framework to the specificity of its context, as well as the definition of strategic lines of intervention to improve the quality of the teaching process and the consequent improvement of learning. This study focuses on how the SEP is elaborated, communicated and lived, searching for evidence of its essence reflected in the strategic management practices of the leaderships, on pedagogical, curricular and human resources subjects. Considering that autonomy for action is still very much conditioned in most educational establishments in Portugal, this study is based in three private schools, where the resources are more adjusted to the exercise of this autonomy. On the other hand, I believe that each of these projects was based in a particular vision and a particular idea of school. In methodological terms, I have started with a multiple case study, of qualitative methodology nature. I´ve collected different data (interviews, questionnaires, specific documents and direct observation) for analysis and triangulation. I found evidence that I was looking for, but also evidence that I did not expect to find. I have come to know the particular contours of each of the three organizations and, on the basis of the vast majority of those, I have found the reasons that shape its SEP. Explicitly and implicitly, I found a high degree of awareness of the values and goals which are embedded in the mission of each of the three projects, in the people, in the documents, in the actions and in the majority of the dynamics of the organizations. During some of the time that I have spent in the study of these schools, I even felt that their autonomy for action was total. Realities so different, but the same will to carry on the will to do better, with the ultimate goal of granting better learning to its students. IV Different styles, visions and actors, more elaborated projects, more linear paths, or more distressed, clearer documents, others more visited, but at the beginning, and in common, an idea which is materialized in a document which does not stand for itself, but which imposes an action accordingly, even if often with legal and normative barriers which require a firm will to follow the defined path. I found the relevance of a strategic document, born from the existence of an own identity and way of acting, aligned with the SEP - the School Curriculum Project (hereinafter referred to as SCP). The document that decodes and directs action, guided by an intention.
Description
Keywords
Projeto educativo de escola Projeto curricular de escola Estratégia Identidade Liderança Autonomia Cultura Gestão e avaliação School education project School curiculum poject Strategy Identity Leadership Autonomy Culture Management and evaluation