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Authors
Advisor(s)
Abstract(s)
Under the second Programme of Educational Territories of Priority Intervention – which includes new procedures and organizational and institutional confi gurations aiming at school development – we have been working as consultants in four school clusters for two years. Th e institutional framework of this programme is herein presented as well as the function and place of the external expert then created. We briefl y compile some of the concepts within educational consultancy. Additionally we revisit the consultancy practices in four contexts of action with their space/time characteristics. We do not aim at simply illustrating facts and situations. We seek to place ourselves as interpreters who try to examine senses and meanings and allowing questions to be formulated, probing experience and attempting to recognize the problems and diffi culties that this type of supervision raises . We tried to equate some of the ambiguities arising from diff use confi gurations (expert, consultant, and critical friend). Also referred to are the potential contradictions deriving from how this work was requested and both the public authorities and consultant roles. Questions regarding working methods are left open, as well as the consequences of intervention and the symbolic dimension of the bond between the diff erent actors and between these and the programme, Educational Territories of Priority Intervention.
Description
Keywords
Territoriality Projects Advice
Citation
CARVALHO, Angelina ; RAMÔA, Manuela - Ambiguidades nos discursos e nas práticas da assessoria. Um olhar sobre dois anos de consultoria em agrupamentos TEIP. Revista Portuguesa de Investigação Educacional. ISSN 1645-4006. N.º 11 (2012), p. 103-123
Publisher
Universidade Católica Portuguesa