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Advisor(s)
Abstract(s)
A uniformidade e padronização dos processos organizacionais da gramática escolar vigente, não se adequam à heterogeneidade emergente dos alunos e dos seus interesses, o que tem gerado desmotivação pela(s) aprendizagem(ens), insucesso educativo e abandono escolar. Assiste-se, a partir de 2016, em Portugal, a uma transformação acentuada na oportunidade que é dada às escolas na conceção de novos projetos e novas formas de trabalhar, numa lógica bottom-up, pretendendo com isso prevenir o insucesso educativo e o abandono escolar. Desejamos entender esses novos caminhos nas suas (in)coerências e (in)consistências, conhecendo os modos de gestão do currículo e as dimensões organizacionais mobilizadas, por uma das escolas que deliberou integrar o Projeto-Piloto de Inovação Pedagógica (PPIP). Nesta investigação, pretendemos compreender a emergência do PPIP, os objetivos, as categorias organizacionais selecionadas pela escola e os processos de construção dos documentos orientadores em articulação com a tutela, assim como as complexidades encontradas e estratégias utilizadas para as ultrapassar. Do ponto de vista metodológico, procedemos a uma revisão da literatura, que nos permitiu analisar concetualmente os vários documentos estruturantes da escola, Projeto Educativo, Plano Plurianual de Melhoria, Regulamento Interno, Projeto Piloto de Inovação Pedagógica, Recomendações do Grupo de Acompanhamento e Atas de Reuniões. Procedemos também a entrevistas semiestruturadas aos membros da direção e coordenação, aplicámos um questionário aos professores e solicitámos narrativas aos investigadores que visitaram o Agrupamento de Escolas A análise e tratamento de dados dos referidos documentos permite-nos concluir que existiu, por parte dos elementos intervenientes na conceção do Projeto, particular atenção numa gestão mais integrada do currículo, tendo por base as aprendizagens essenciais e o novo perfil do aluno no final da escolaridade obrigatória. Verifica-se uma gestão mais sensata dos tempos e espaços dedicados à aprendizagem, assente em práticas mais colaborativas e numa avaliação essencialmente formativa dos alunos. No entanto, a implementação do Projeto identifica alguns potenciais oponentes, como Encarregados de Educação e Professores, que não se reveem nesta inovação instituinte.
The uniformity and standardization of the organizational processes of current school grammar do not suit the emerging heterogeneity of students and their interests, which has generated demotivation for learning(s), educational failure and school dropout. From 2016 onwards, in Portugal, there has been a notable transformation in the opportunity given to schools to design of new projects and new ways of working, in a bottom-up logic, with the aim of preventing educational failure and school dropout. This thesis seeks to uncover these new paths in their (in)coherencies and (in)consistencies, knowing the ways of managing the curriculum and the mobilized organizational dimensions by one of the schools that decided to integrate the "Pilot Project of Pedagogical Innovation" (PPIP). It is intended, therefore, to understand the emergence of the PPIP, the objectives, the organizational categories selected by the school and the processes of construction of the guiding documents in articulation with the Ministry of Education, as well as the complexities encountered and the strategies used to overcome them. From a methodological point of view, a literature review was carried out, which allowed for a conceptual analysis of the various structuring documents of the school, the Educational Project, the Pluriannual Improvement Plan, the Internal Regulations, the Pilot Project of Pedagogical Innovation, the Recommendations of the Follow-up Group and Minutes of Meetings. Semi-structured interviews were also carried out with members of the management and coordination, applying a questionnaire to teachers and requesting narratives from researchers who visited the Grouping of Schools. The analysis and processing of data from these documents led to the conclusion that there was, on the part of the elements involved in the design of the Project, particular attention to a more integrated management of the curriculum, based on essential learning and the new profile of the student at the end of compulsory schooling. There was a more sensible management of the times and spaces dedicated to learning, based on more collaborative practices and an essentially formative assessment of students. However, the implementation of the Project made it possible to identify some potential opponents, such as Guardians and Teachers, who do not see themselves in this instituting innovation.
The uniformity and standardization of the organizational processes of current school grammar do not suit the emerging heterogeneity of students and their interests, which has generated demotivation for learning(s), educational failure and school dropout. From 2016 onwards, in Portugal, there has been a notable transformation in the opportunity given to schools to design of new projects and new ways of working, in a bottom-up logic, with the aim of preventing educational failure and school dropout. This thesis seeks to uncover these new paths in their (in)coherencies and (in)consistencies, knowing the ways of managing the curriculum and the mobilized organizational dimensions by one of the schools that decided to integrate the "Pilot Project of Pedagogical Innovation" (PPIP). It is intended, therefore, to understand the emergence of the PPIP, the objectives, the organizational categories selected by the school and the processes of construction of the guiding documents in articulation with the Ministry of Education, as well as the complexities encountered and the strategies used to overcome them. From a methodological point of view, a literature review was carried out, which allowed for a conceptual analysis of the various structuring documents of the school, the Educational Project, the Pluriannual Improvement Plan, the Internal Regulations, the Pilot Project of Pedagogical Innovation, the Recommendations of the Follow-up Group and Minutes of Meetings. Semi-structured interviews were also carried out with members of the management and coordination, applying a questionnaire to teachers and requesting narratives from researchers who visited the Grouping of Schools. The analysis and processing of data from these documents led to the conclusion that there was, on the part of the elements involved in the design of the Project, particular attention to a more integrated management of the curriculum, based on essential learning and the new profile of the student at the end of compulsory schooling. There was a more sensible management of the times and spaces dedicated to learning, based on more collaborative practices and an essentially formative assessment of students. However, the implementation of the Project made it possible to identify some potential opponents, such as Guardians and Teachers, who do not see themselves in this instituting innovation.
Description
Keywords
Gramática escolar Organização escolar Lideranças Sucesso educativo Inovação pedagógica School grammar School organization Leaders Educational success Pedagogical innovation