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Abstract(s)
Dividido em duas partes, a primeira teórica e a segunda reflexiva, no presente
relatório faz-se uma análise da participação dos professores na vida da Escola Básica e
Secundária da Calheta.
Na primeira parte, e para um entendimento de escola como organização,
recorremos às teorias clássicas de organização, nomeadamente ao modelo burocrático e
ao modelo político e concluímos que este último oferece mais oportunidades de
participação por se tratar de um modelo que prevê a diversidade de interesses, objetivos
e opiniões que, muitas vezes, provocam conflitos, que se resolvem através de relações de
poder. Relacionamos, assim, a participação com a cultura organizacional e com os
diferentes tipos de liderança presentes na escola.
Explicitamos os níveis e graus de participação à luz das teorias de alguns autores,
dos quais destacamos os critérios de participação segundo Licínio Lima: democraticidade,
regulamentação, envolvimento e orientação.
Na segunda parte, faz-se uma descrição da escola, na ótica das ações que
pressupõem a participação na organização e percorrem-se as fases da carreira do
professor, segundo Huberman. Através de uma análise e interpretação da minha
experiência profissional, contextualizam-se os modelos organizacionais: burocrático e
político e explicitam-se os critérios de participação presentes entre os professores da
Escola Básica e Secundária da Calheta.
Conclui-se que, ao contrário da participação nas atividades letivas e de
complemento do currículo, os professores da Escola Básica e Secundária da Calheta
refletem uma participação insuficiente em atividades que envolvam a reflexão e
apresentação de propostas em assuntos de outro âmbito. Outra conclusão é que na
mesma escola existe um grupo de professores com um grande dinamismo e atividade que
são uma fonte de influência mais determinante do que aqueles que optam por uma
participação de tipo mais reservada ou passiva.
Divided in two parts, the first one theoretical and the second one reflective, the present report develops an analysis of the participation of the teachers in Escola Básica e “eudiaàdaàCalheta’sàlife. In the first part, towards understanding the school as an organization, we resorted to the classical organization theories, namely to the bureaucratic and political model. We came to the conclusion that the political model allows more opportunities of participation, as it is a model that comprehends the diversity of interests, goals and opinions which frequently lead to conflicts that are solved through power relations. Thus, we relate the participation with the organizational culture and with the different types of leadership there are at school. We expound the levels and degrees of participation bearing in mind the theories of some authors among which we emphasize the participation criteria according to Licínio Lima: democracy, regulation, engagement and guidance. In the second part, a description of the school is made, taking into consideration theà atiosàthatà allà foàtheàpatiipatioà iàtheàogaizatio.à Theàphasesà ofà aà teahe’sà career according to Huberman are also gone through. Through an analysis and interpretation of my personal experience, organizational models such as bureaucratic and political are put into context and the participation criteria present among the teachers of Escola Básica e Secundária da Calheta are explained. The final considerations are important to determine that, unlike the participation in the school and extracurricular activities, the teachers of Escola Básica e Secundária da Calheta reflect an insuficient participation in activities that require reflecting and presenting proposals in subjects of a different scope. Another conclusion is that in the same school there is a group of teachers whose great dynamism and energy are a much more decisive lode of influence than those who choose a more unobtrusive or passive participation.
Divided in two parts, the first one theoretical and the second one reflective, the present report develops an analysis of the participation of the teachers in Escola Básica e “eudiaàdaàCalheta’sàlife. In the first part, towards understanding the school as an organization, we resorted to the classical organization theories, namely to the bureaucratic and political model. We came to the conclusion that the political model allows more opportunities of participation, as it is a model that comprehends the diversity of interests, goals and opinions which frequently lead to conflicts that are solved through power relations. Thus, we relate the participation with the organizational culture and with the different types of leadership there are at school. We expound the levels and degrees of participation bearing in mind the theories of some authors among which we emphasize the participation criteria according to Licínio Lima: democracy, regulation, engagement and guidance. In the second part, a description of the school is made, taking into consideration theà atiosàthatà allà foàtheàpatiipatioà iàtheàogaizatio.à Theàphasesà ofà aà teahe’sà career according to Huberman are also gone through. Through an analysis and interpretation of my personal experience, organizational models such as bureaucratic and political are put into context and the participation criteria present among the teachers of Escola Básica e Secundária da Calheta are explained. The final considerations are important to determine that, unlike the participation in the school and extracurricular activities, the teachers of Escola Básica e Secundária da Calheta reflect an insuficient participation in activities that require reflecting and presenting proposals in subjects of a different scope. Another conclusion is that in the same school there is a group of teachers whose great dynamism and energy are a much more decisive lode of influence than those who choose a more unobtrusive or passive participation.
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Keywords
Organização Liderança Fases da carreira do professor Participação Critérios de participação Organization Leadership Phases of a teacher's carrear Participation Participation criteria