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Equipas educativas : autonomia da escola e colaboração docente
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Abstract(s)
Embora a escola dependa da administração central como serviço periférico do estado, sempre nela houve margens de autonomia dos professores para contextualizar o ensino. Inicialmente concebida como faculdade de elaborar e realizar um projeto educativo próprio com a participação dos alunos e da comunidade, a autonomia concedida à escola tem evoluído no sentido da transferência de competências instrumentais para a realização das políticas centralmente definidas. A autonomia atualmente reconhecida à escola comporta distintas dimensões, nomeadamente nos domínios organizacional, pedagógico e curricular e prevê que o controlo da escola seja feito, não já em função da conformidade de procedimentos, mas em função da prossecução das metas estabelecidas. Nesta perspetiva, à autonomia reconhecida ao professor na sala de aula junta-se agora a autonomia reconhecida à escola na sua organização e funcionamento, enquanto condição da sua função de ensinar e fazer aprender, realçando a sua responsabilidade (mesmo quando a capacidade é limitada) na definição do esquema de funcionamento, nomeadamente na elaboração dos horários, na organização dos espaços, na distribuição dos tempos, na constituição das turmas e na correspondente afetação de professores. Nesta comunicação, apresentamos algumas conclusões do estudo de natureza qualitativa de uma experiência de organização da escola por equipas educativas. Este estudo realça como a dinâmica interna é influenciada positivamente pela nova organização da gestão intermédia da escola e pela capacitação dos professores para construírem respostas mais adequadas aos alunos com vista à prossecução dos objetivos estabelecidos. A autonomia construída pelos professores que integram cada equipa contribui para o aprofundamento da colaboração em torno do projeto de desenvolvimento curricular e permite a afirmação de lideranças pedagógicas intermédias.
Although school depends on the central government as a peripheral state service, there have always been margins of teachers autonomy to contextualize teaching. Initially conceived 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 defined. 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 the 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 responsibility (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 school 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 curriculum development and allows the assertion of intermediate educational leaderships.
Although school depends on the central government as a peripheral state service, there have always been margins of teachers autonomy to contextualize teaching. Initially conceived 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 defined. 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 the 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 responsibility (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 school 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 curriculum development and allows the assertion of intermediate educational leaderships.
Description
Keywords
Equipas educativas Autonomia Gestão pedagógica Colaboração docente 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