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Abstract(s)
A análise da evolução normativa da gestão pedagógica da escola põe em evidência continuidades e ruturas na morfologia organizacional e ajuda a compreender as suas semelhanças jurídico-formais, especialmente se atendermos que, apesar da retórica autonómica, a direção das escolas portuguesas continua centralizada no ministério da educação e nos serviços centrais. Contudo, a análise dos regulamentos internos das escolas mostra que estas não são meras instâncias reprodutoras das leis e, no processo de incorporação das normas centrais, algumas escolas recriam algumas estruturas e assumem caraterísticas organizacionais específicas.
Este artigo faz o mapeamento das diversas estruturas de gestão administrativo-pedagógica de nível intermédio da escola contempladas no plano normativo ao longo dos quarenta anos de democracia e incorporadas nos seus regulamentos internos, assinalando um percurso cheio de continuidades mas com alguma evolução determinada pelas exigências da escola de massas.
Por fim, centra-se no trabalho que os professores desenvolvem no seio das estruturas de gestão intermédia e problematiza a colaboração docente e o papel das lideranças escolares.
The analysis of the regulatory evolution of the pedagogical management of schools puts in evidence continuities and ruptures in organizational morphology and helps to understand their legal and formal similarities, especially if we consider that despite the rhetoric of autonomic Portuguese schools, its direction remains centralized in the ministry education and central services. However, the analysis of the internal regulations shows that schools are not just reproductive organs of the laws but they recreate some structures and implement specific organization features, in the process of incorporation of the core standards. This article identifies different intermediate-level structures of administrative and pedagogical management of school contemplated in legislative terms over forty years of democracy and incorporated in its internal regulations, marking a route full of continuities but with some evolution determined by the requirements of school masses. Finally, it focuses on the work that teachers develop within the intermediate-level management structures and discusses the teaching collaboration and the role of school leaders.
The analysis of the regulatory evolution of the pedagogical management of schools puts in evidence continuities and ruptures in organizational morphology and helps to understand their legal and formal similarities, especially if we consider that despite the rhetoric of autonomic Portuguese schools, its direction remains centralized in the ministry education and central services. However, the analysis of the internal regulations shows that schools are not just reproductive organs of the laws but they recreate some structures and implement specific organization features, in the process of incorporation of the core standards. This article identifies different intermediate-level structures of administrative and pedagogical management of school contemplated in legislative terms over forty years of democracy and incorporated in its internal regulations, marking a route full of continuities but with some evolution determined by the requirements of school masses. Finally, it focuses on the work that teachers develop within the intermediate-level management structures and discusses the teaching collaboration and the role of school leaders.
Description
Keywords
Estrutura educativa Gestão pedagógica Liderança na escola Educative structure Educational management School leadership
Pedagogical Context
Citation
MACHADO, Joaquim - Coordenação e gestão pedagógica da escola. Gestão e Desenvolvimento. Viseu. ISSN 0872-556X. Nº 23 (2015), p. 155-168.