Advisor(s)
Abstract(s)
Although school depends on the central government as a peripheral state service, there
have always been margins of teachers autonomy to contextualize teaching. Initially concei
ved
as a faculty to develop and carry out its own educational project with the participation of
students and the community, the autonomy given to the school has evolved towards the transfer
of instrumental skills to the achievement of policies centrally de
fined. The currently recognized
school autonomy has different dimensions, including the organizational, pedagogical and
curricular domains and previses that the control of school is done, no longer depending on the
compliance of procedures, but based on th
e pursuit of set goals.
In this perspective, to autonomy recognized to teacher in the classroom now joins the
autonomy recognized to school in its organization and operation, as a condition of its function
of teaching people to learn, emphasizing their res
ponsibility (even when capacity is constrained)
in defining the operating scheme, including the elaboration of schedules, the organization of
space, the distribution of time, in forming classes priority and the corresponding allocation of
teachers.
In this
presentation, we present some conclusions of a qualitative nature study of an
experience of school organization on educational teams. This study highlights how the internal
dynamics is positively influenced by the new organization of the intermediate scho
ol
management and the capacity building of teachers to build more appropriate responses to
students in pursuit of the established objectives. Autonomy built by teachers within each team
contributes to the deepening of collaboration around the project of cu
rriculum development and
allows the assertion of intermediate educational leaderships
Description
Keywords
Educational teams Autonomy Pedagogical management Teacher collaboration
Pedagogical Context
Citation
Esteves, Zita, Formosinho, João, Machado, Joaquim (2014). Equipas educativas: autonomia da escola e colaboração docente. In Carvalho, Maria João, Loureiro, Armando, Ferreira, Carlos Alberto (orgs.) Atas do XII Congresso da SPCE - Espaços de investigação, reflexão e ação interdisciplinar. [Setembro 2014, Vila Real Portugal] (117-125). Vila Real: De Facto Editores