A carregar...
Publicação
Estruturas de gestão intermédia : delegado de disciplina : uma análise reflexiva sobre o cargo de delegado de disciplina de Educação Física na Escola Básica e Secundária da Calheta
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1021.35 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Neste relatório reflexivo analisamos as competências, funções e deveres do cargo de Delegado de disciplina, segundo a legislação da Região Autónoma da Madeira, dando ênfase ao papel desempenhado pelo mesmo na EBS Calheta, no grupo disciplinar de Educação Física. Nesta temática foi considerado o contexto e a realidade da EBS Calheta, sendo esta a única escola com ensino secundário no concelho da Calheta (maior concelho ilha da Madeira, em área geográfica), situado na zona oeste da ilha da Madeira. Conjuntamente, abordamos alguns modelos organizacionais que caraterizam a escola, asseguram a sua sustentabilidade e que facilitam a compreensão do que se passa nestas organizações. Dos modelos teóricos organizacionais referenciados na literatura, nesta análise retratamos o modelo burocrático racional, modelo político e a escola como lugar de vários mundos, por entendermos que estes são os predominantes na análise da área em apreço, na escola em questão. Após a análise e interpretação destes modelos teóricos, vamos relacioná-los com a organização na EBS Calheta e com o cargo de Delegado de disciplina desta escola. Dos modelos citados anteriormente, o mais praticado na organização da EBS Calheta e no cargo de Delegado de disciplina é o modelo burocrático racional. Tendo por base algumas características, nomeadamente: toda a regulamentação/legislação presente, hierarquia definida, a administração da escola é feita com base em documentos escritos e são definição de objetivos e metas para orientarem o seu funcionamento.
On this reflective report we analyse competences, functions and duties of the position of subject delegate, according to the legislation of the Autonomous Region of Madera, emphasizing the role played by him in the Elementary and Secondary School of Calheta, in the Physical Education subject coordination. In this sense it was considered the context and reality of the Elementary and Secondary School of Calheta, a school which is the only one that offers a secondary level in the district of Calheta (the biggest district of Madera island in terms of geographical area). In addition we approached some organizational models which characterize the school, ensure its sustainability and ease the understanding of its organizations. After the analysis and interpretation of these theoretical models, we will relate them with the organization of the school and the subject coordination in this school. From the models mentioned before, the most frequent one in the Elementary and Secondary School of Calheta and in the Subject Coordination is the rational bureaucratic model. Considering some characteristics, namely the current regulation/legislation and hierarchy, the administration of the school is defined having as reference written documents and thereby objetives and goals are established to lead its activity.
On this reflective report we analyse competences, functions and duties of the position of subject delegate, according to the legislation of the Autonomous Region of Madera, emphasizing the role played by him in the Elementary and Secondary School of Calheta, in the Physical Education subject coordination. In this sense it was considered the context and reality of the Elementary and Secondary School of Calheta, a school which is the only one that offers a secondary level in the district of Calheta (the biggest district of Madera island in terms of geographical area). In addition we approached some organizational models which characterize the school, ensure its sustainability and ease the understanding of its organizations. After the analysis and interpretation of these theoretical models, we will relate them with the organization of the school and the subject coordination in this school. From the models mentioned before, the most frequent one in the Elementary and Secondary School of Calheta and in the Subject Coordination is the rational bureaucratic model. Considering some characteristics, namely the current regulation/legislation and hierarchy, the administration of the school is defined having as reference written documents and thereby objetives and goals are established to lead its activity.
Descrição
Palavras-chave
Modelos de organização Estruturas de gestão intermédia Delegado de disciplina e educação física Organizational models Intermediate management structures Delegate and physical education