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Publication
Olhar a cultura organizacional e a liderança na escola pública sob o ethos da inovação
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| 9.67 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Inovação é a palavra de ordem da sociedade globalizada do século XXI, onde múltiplas agendas geopolíticas proliferam sob a premissa da procura de soluções para os desafios sociais, ambientais e económicos mais prementes. Desde que na década de 90 do século XX se concedeu à inovação o carater de força estratégica para o progresso, o desenvolvimento humano e para a melhoria da qualidade de vida, cedo foram transpostos desafios para a educação, interpelando a escola a encetar uma transformação no sentido de se tornar mais inclusiva. Contudo, as agendas para a educação focadas na transformação dos processos de escolarização vêm esbarrando na complexidade do próprio sistema e no seu modus operandi marcado pelo presentismo, conservadorismo e individualismo. É nesta conjetura de necessidade de transformação profunda da escola que se desenhou o estudo que consubstancia esta tese de doutoramento. Assim, tomando a inovação como elemento central de um triângulo de forças e lógicas intercruzadas que implicam as lideranças e as culturas de escola, a autonomia e os processos de regulação e controlo, as práticas e o capital profissional dos professores, pretende se compreender quais são os impulsos e obstáculos que enredam a inovação nas escolas. Assumindo um plano pluri/multimetodológico, foram combinados métodos qualitativos e quantitativos, num estudo compreensivo envolvendo uma subpopulação de 60 escolas e agrupamentos de escolas portuguesas que foram avaliados no terceiro ciclo de avaliação da Inspeção, no período de 2018 a 2021. O estudo de perceções de diretores, coordenadores de departamento, professores e elementos da equipa de autoavaliação de escola, bem como, de relatórios de avaliação externa e documentos estruturantes de escola, permitiu reunir evidências, sistematizadas em sete artigos, que indiciam a existência de organizações que operam como sistemas debilmente articulados, marcados por ordens espontâneas frágeis e por existências pseudomórficas, onde a inovação assume um carater marginal. As evidências reunidas apontam para um sistema educativo que reverbera numa interdependência frágil, enredado na complexidade de gerar articulação nas realidades intrincadas dos mega-agrupamentos de escolas, com problemas de mobilização coletiva, com culturas de avaliação que servem o propósito da legitimação, com dificuldade em gerar climas de inovação profícuos e de um capital decisional que suporte a transformação da escola. Urge gerar uma outra organização de escola, uma outra liderança, um outro modo de accountability e uma outra identidade profissional docente. Por conseguinte, dilucidamos um caminho de construção de uma escola fundada no funcionamento interdependente ativado por lideranças transformadoras que operem, também de modo interdependente, para gerar envolvimento a partir da (re)construção de significados por forma a alavancar e mobilizar as vontades individuais e coletivas para, assim, gerenciar ‘estados de fluxo’ organizacional favoráveis à mudança. Neste alinhamento da construção de significados que alimentem uma cultura profissional de liberdade, de compromisso e de responsabilidade, enuncia-se um referencial analítico enquadrador da iniciativa de capital de inovação para a educação que tem como desiderato fomentar a construção de uma outra escola.
Innovation is the buzzword of the globalised society of the twenty-first century, where multiple geopolitical agendas proliferate to seek solutions to the most pressing social, environmental, and economic challenges. In the 90s, innovation granted the character of a strategic force for progress, human development, and quality of life improvement, challenging education and demanding a new order to fulfil a more equitable society. The innovation agendas for education focused on transforming the schooling processes arose and faced the system's complexity and its modus operandi marked by presentism, conservatism, and individualism. Indeed, the school has changed little in the last century despite the impetuses for transformation that are mainly discursive. Under this conjecture of a desirable and profound transformation needed for the school, we developed a study on innovation - the central element of a triangle of intersecting forces that imply the school leaders and cultures, autonomy and processes of regulation, practices and the professional capital of teachers. Hence, we intended to understand the impulses and obstacles that entangle innovation in schools. Assuming a multi-methodological plan that combined qualitative and quantitative methods, we developed a comprehensive study involving a subpopulation of Portuguese schools and school clusters evaluated in the 3rd evaluation cycle of the Inspection from 2018 to 2021. The study mobilised principals, headteachers, teachers, and the members of the schools’ self-evaluation teams, as well as the external evaluation reports and the schools’ structuring documents. The evidence gathered indicates the existence of organisations that operate as feebly articulated systems, marked by fragile spontaneous orders and pseudomorphic existences, where innovation takes on a marginal role. The documental corpus points to an educational system that echoes a fragile interdependence, with problems of collective mobilisation, cultures of evaluation that serve the purpose of legitimation, a functional distance between leaders and those led and between the power and action centres, troubles regarding the complexity of generating articulation in the realities of the schools’ mega-clusters, and the difficulty of developing fruitful innovation climates and a decision-making capital that support the school transformation. It is urgent to generate another school organisation, another leadership, another mode of accountability, and another professional teaching identity. Hence, we present a path for a school based on interdependent functioning activated by distributed, empowering, and transforming leaderships that operate in an interdependent way. They are the forces to generate involvement for the (re)construction of meanings, leverage individual and collective wills, and manage organisational 'flow states' favourable to change. They can nurture a professional culture of freedom, commitment, and responsibility. In this alignment, we enunciate an analytical framework of the innovation capital initiative for education that aims to foster the design of a generative and transformational grammar of the school and, thus, the construction of another school.
Innovation is the buzzword of the globalised society of the twenty-first century, where multiple geopolitical agendas proliferate to seek solutions to the most pressing social, environmental, and economic challenges. In the 90s, innovation granted the character of a strategic force for progress, human development, and quality of life improvement, challenging education and demanding a new order to fulfil a more equitable society. The innovation agendas for education focused on transforming the schooling processes arose and faced the system's complexity and its modus operandi marked by presentism, conservatism, and individualism. Indeed, the school has changed little in the last century despite the impetuses for transformation that are mainly discursive. Under this conjecture of a desirable and profound transformation needed for the school, we developed a study on innovation - the central element of a triangle of intersecting forces that imply the school leaders and cultures, autonomy and processes of regulation, practices and the professional capital of teachers. Hence, we intended to understand the impulses and obstacles that entangle innovation in schools. Assuming a multi-methodological plan that combined qualitative and quantitative methods, we developed a comprehensive study involving a subpopulation of Portuguese schools and school clusters evaluated in the 3rd evaluation cycle of the Inspection from 2018 to 2021. The study mobilised principals, headteachers, teachers, and the members of the schools’ self-evaluation teams, as well as the external evaluation reports and the schools’ structuring documents. The evidence gathered indicates the existence of organisations that operate as feebly articulated systems, marked by fragile spontaneous orders and pseudomorphic existences, where innovation takes on a marginal role. The documental corpus points to an educational system that echoes a fragile interdependence, with problems of collective mobilisation, cultures of evaluation that serve the purpose of legitimation, a functional distance between leaders and those led and between the power and action centres, troubles regarding the complexity of generating articulation in the realities of the schools’ mega-clusters, and the difficulty of developing fruitful innovation climates and a decision-making capital that support the school transformation. It is urgent to generate another school organisation, another leadership, another mode of accountability, and another professional teaching identity. Hence, we present a path for a school based on interdependent functioning activated by distributed, empowering, and transforming leaderships that operate in an interdependent way. They are the forces to generate involvement for the (re)construction of meanings, leverage individual and collective wills, and manage organisational 'flow states' favourable to change. They can nurture a professional culture of freedom, commitment, and responsibility. In this alignment, we enunciate an analytical framework of the innovation capital initiative for education that aims to foster the design of a generative and transformational grammar of the school and, thus, the construction of another school.
Description
Keywords
Inovação Autonomia Accountability Cultura organizacional Avaliação externa Autoavaliação de escola Liderança Capital organizacional Capital profissional Capital transformacional Innovation Autonomy Organisational culture External evaluation School self-evaluation Leadership Organisational capital Professional capital Transformational capital