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Advisor(s)
Abstract(s)
O objeto deste trabalho consiste na análise das potencialidades do projeto
educativo de escola (PEE) na/para a construção da identidade e
implementação de dinâmicas na instituição escolar. A finalidade deste estudo
compreende a identificação e influência do PEE na determinação das práticas
educativas num contexto específico, sem preocupações de generalização.
O desenvolvimento do projeto foi realizado com uma metodologia qualitativa
através de um estudo de caso. Partindo da observação participante resultante
da vivência em contexto da investigadora, foi efetuada a análise documental do
funcionamento do PEE, foram realizadas entrevistas semidiretivas, com análise
do conteúdo do discurso de participantes com funções distintas no
funcionamento da escola, com o objetivo de compreender a sua perceção
da/na instituição sobre o projeto educativo e da sua influência nas dinâmicas
que lhe estão associadas.
Da análise efetuada através do cruzamento dos métodos e técnicas
metodológicas utilizadas, ressalta que o PEE contrariamente à sua
conceptualização nos planos, teórico e legal, acaba por não ter uma influência
muito significativa na determinação da ação concreta do funcionamento da
escola estudada, facto que a análise da literatura também refere em contextos
semelhantes.
Na sequência do estudo efetuado, produzimos algumas sugestões com a
finalidade de tornar o PEE (com)sentido para os atores da comunidade escolar,
e, assim, marcar a diferença no funcionamento da instituição.
The subject of this work is to analyze the potential of school educational project (SEP) in/for the construction of identity and implementation of dynamics in schools. The purpose of this study includes the identification and influence of SEP in determining the educational practices in a specific context, without generalization concerns. The development of the project was carried out with a qualitative methodology through a case study. From the participant observation resulting from the experience in the context of the investigator, the documentary analysis of the functioning of the SEP was made, semi-directive interviews were conducted with speech content analysis of participants with different roles in the school functioning, in order to understand their perception of/in the institution on the educational project and its influence on the dynamics associated with it. The analysis made by crossing methods and used methodological techniques, points out that the SEP, contrary to its conceptualization in the theoretical and legal plans, does not have a significant influence in determining the concrete action of the functioning of the studied school, a fact that the analysis of the literature also refers in similar contexts. Following the conducted study, we produced some suggestions in order to make the SEP meaningful to the actors of the school community, and thus make a difference in the functioning of the institution.
The subject of this work is to analyze the potential of school educational project (SEP) in/for the construction of identity and implementation of dynamics in schools. The purpose of this study includes the identification and influence of SEP in determining the educational practices in a specific context, without generalization concerns. The development of the project was carried out with a qualitative methodology through a case study. From the participant observation resulting from the experience in the context of the investigator, the documentary analysis of the functioning of the SEP was made, semi-directive interviews were conducted with speech content analysis of participants with different roles in the school functioning, in order to understand their perception of/in the institution on the educational project and its influence on the dynamics associated with it. The analysis made by crossing methods and used methodological techniques, points out that the SEP, contrary to its conceptualization in the theoretical and legal plans, does not have a significant influence in determining the concrete action of the functioning of the studied school, a fact that the analysis of the literature also refers in similar contexts. Following the conducted study, we produced some suggestions in order to make the SEP meaningful to the actors of the school community, and thus make a difference in the functioning of the institution.
Description
Keywords
Projeto educativo de escola Singularidade Participação Autonomia Identidade School educational project (SEP) Singularity Participation Autonomy Identity