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Advisor(s)
Abstract(s)
Enquanto órgão de direção estratégica, o Conselho Geral, instituído pelo Decreto-Lei n.º
75/2008, de 22 de abril, tem representantes do pessoal docente e não docente, dos pais e
encarregados de educação, dos alunos, do município e da comunidade local. No exercício
das suas competências nem sempre as suas deliberações são consensuais, existindo
momentos em que conflitos de interesses são latentes, criam constrangimentos, são
incomodativos, influenciam decisões. As nossas questões pretendem verificar até que ponto
esses interesses são reais, de que ordem são e de que forma condicionam a ação do
Conselho Geral. Temos em mente algumas possibilidades que nos advêm da nossa
experiência profissional e que procurámos verificar. Para isso formulámos algumas
questões, ponto de partida para o nosso trabalho. Demos, também, especial atenção aos
instrumentos de autonomia, da competência do Conselho Geral.
Seguimos a metodologia da investigação qualitativa. Realizámos um estudo de caso
múltiplo, constituído por quatro casos de agrupamentos/ escolas não agrupadas com
características e contextos diversos, permitindo comparações, conclusões com cruzamento
de dados. Escolhemos a entrevista como método para recolha de dados para o nosso
trabalho, aplicada a uma amostra dos representantes de todos os corpos presentes no
Conselho Geral. Procedemos a uma análise de conteúdo, primeiro por caso e depois por
cruzamento de casos, permitindo-nos cross-case conclusions. Dos resultados obtidos
podemos retirar algumas ilações sobre a temática em estudo: os conselheiros valorizam os
instrumentos de autonomia; como visão estratégica, assumem o Projeto de Intervenção do
diretor; existem interesses, individuais, que se evidenciam com pressões em momentos
eleitorais. Este tema parece-nos ser atual e pertinente no momento em que a
municipalização da educação é uma vontade já com contratualizações anunciadas.
As a strategy oriented organ, the General Council of Schools, introduced by the legislative decree no. 75/2008, issued on April 22nd, has representatives from teaching and nonteaching staff at school, from parents, guardians and students, as well as from of the municipality members and the local community. During the exercise of its executive powers, the resolutions to be taken are not always consensual matter, generating moments of latent conflicts of interest and, therefore, constraints occur. They are disruptive, they influence decisions. Our study intends to verify how real those interests are, where they come from and the way they condition the performance of the General Council. We start out comprising some possibilities taken from our experience in education, which we tried to ascertain. For this purpose, we have asked some questions as a starting point. We have also focused our attention on the schools autonomy instruments, which also fall within the competences of the General Council. We have used a qualitative research methodology in a multiple case study constituted by four group studies in clustered and non-clustered schools, with diverse characteristics and contexts, thus enabling comparisons and conclusions and ongoing data cross-checking. We have chosen the interview to collect data for our research, and applied it to a sample of representatives of all the sectors of the General Council. We’ve projected an analysis of content, first, case by case, and then by cross-checked conclusions as is: the council members value the autonomy instruments; as for the strategic vision, they undertake the intervention project of the Executive Director; there are individual interests that arise with particular pressure during election times. This subject seems to be current and pertinent since municipal supervision is a near future commitment.
As a strategy oriented organ, the General Council of Schools, introduced by the legislative decree no. 75/2008, issued on April 22nd, has representatives from teaching and nonteaching staff at school, from parents, guardians and students, as well as from of the municipality members and the local community. During the exercise of its executive powers, the resolutions to be taken are not always consensual matter, generating moments of latent conflicts of interest and, therefore, constraints occur. They are disruptive, they influence decisions. Our study intends to verify how real those interests are, where they come from and the way they condition the performance of the General Council. We start out comprising some possibilities taken from our experience in education, which we tried to ascertain. For this purpose, we have asked some questions as a starting point. We have also focused our attention on the schools autonomy instruments, which also fall within the competences of the General Council. We have used a qualitative research methodology in a multiple case study constituted by four group studies in clustered and non-clustered schools, with diverse characteristics and contexts, thus enabling comparisons and conclusions and ongoing data cross-checking. We have chosen the interview to collect data for our research, and applied it to a sample of representatives of all the sectors of the General Council. We’ve projected an analysis of content, first, case by case, and then by cross-checked conclusions as is: the council members value the autonomy instruments; as for the strategic vision, they undertake the intervention project of the Executive Director; there are individual interests that arise with particular pressure during election times. This subject seems to be current and pertinent since municipal supervision is a near future commitment.
Description
Keywords
Conselho Geral Competências Instrumentos de autonomia Representantes Interesses Política educativa General Council of Schools Abilities Autonomy instruments Representatives Interests Educational policy