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Aprendizagem organizacional em contexto de funcionamento de equipas educativas enquanto comunidades de aprendizagem : a progressiva emergĂȘncia de uma metamorfose profissional e escolar
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| 5.14 MB | Adobe PDF |
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Abstract(s)
A resposta aos desafios globais contemporĂąneos exige uma educação de qualidade, o que pressupĂ”e uma transformação da estrutura organizacional da escola, a adoção de novos papĂ©is e mentalidades dos seus atores e uma cultura de aprendizagem nos vĂĄrios nĂveis da organização. Deste modo, as equipas educativas, a funcionar enquanto comunidades profissionais de aprendizagem, podem apresentar-se como uma mudança organizacional valiosa para a melhoria das escolas, configurando-se como um relevante objeto de estudo em educação. Embora, nas duas Ășltimas dĂ©cadas, tenha havido muita pesquisa sobre a temĂĄtica das comunidades profissionais de aprendizagem, constata-se uma escassez de investigaçÔes que estudem tais comunidades como propulsoras da construção de organizaçÔes aprendentes, sendo, por isso, um campo que carece de aprofundamento. Esta tese inscreve-se nessa linha de investigação, procurando contribuir para a teoria, a investigação e a prĂĄtica acerca da forma como a alteração de algumas estruturas organizacionais, nomeadamente a organização do ensino por equipas educativas, pode ter implicaçÔes na aprendizagem individual, coletiva e organizacional de uma escola. Neste sentido, adotamos um paradigma de investigação tendencialmente qualitativo, que operacionalizamos atravĂ©s de um estudo de caso instrumental, em que conjugamos uma abordagem quali-quanti. Articulamos uma estatĂstica descritiva de dois questionĂĄrios, objetos de uma descodificação e interpretação estrutural e semĂąntica, com uma anĂĄlise de conteĂșdo de entrevistas, grupos de discussĂŁo focalizada, notas de um diĂĄrio de campo, para aprofundarmos alguns contextos singulares e a perspetiva de atores individuais. Apresentamos cinco estudos relacionados, centrados na anĂĄlise das dinĂąmicas de funcionamento das equipas educativas e dos seus efeitos. O estudo 1 consiste numa revisĂŁo de literatura, do tipo scoping review, sobre as mudanças organizacionais, culturais e pedagĂłgicas geradas pelas comunidades profissionais de aprendizagem em meio escolar. Este estudo dĂĄ suporte aos estudos 2, 3 e 4. O estudo 2 apresenta o funcionamento das equipas educativas enquanto comunidades profissionais de aprendizagem, assim como os seus efeitos nos seus membros, nas prĂĄticas de sala de aula e nas culturas de escola. No estudo 3, focamo-nos nestes mesmos efeitos despoletados, desta vez, pela atuação dos coordenadores das equipas educativas, enquanto lĂderes intermĂ©dios. O estudo 4 centra-se na anĂĄlise das interaçÔes colaborativas entre os professores das equipas educativas e no seu contributo para a aprendizagem profunda dos mesmos. Com o estudo 5, um estudo guarda-chuva, procuramos focar-nos na metodologia usada na nossa investigação, para revelarmos a importĂąncia do diĂĄrio de campo na desocultação de algumas tensĂ”es e no aprofundamento dos resultados apresentados. Estes estudos permitiram-nos concluir que uma alteração de estruturas organizacionais Ă© uma condição imprescindĂvel para a melhoria na educação, mas insuficiente. Ă necessĂĄria uma mudança de crenças dos atores e uma colaboração que proporcione uma aprendizagem profunda. Uma mudança substancial da educação, no Ăąmbito da organização educativa, requer, pois, uma ação conjugada ao nĂvel da estrutura, das lideranças intermĂ©dias, das crenças e das culturas profissionais.
Responding to todayâs global challenges requires quality education, which implies a transformation of the school's organizational structure, the adoption of new roles and mentalities for its actors, and a culture of learning at the different levels of the organization. In this way, educational teams, functioning as learning communities, can present themselves as a valuable organizational change for school improvement, configuring themselves as a relevant object of study in education. Although there has been a great deal of research on the topic of learning communities in the last two decades, there is a dearth of research that examines these communities as drivers for building learning organizations, and therefore it is an area that needs further study. This paper is part of this line of research, seeking to contribute to theory, research and practice on how changing some organizational structures, namely the organization of teaching by educational teams, can have implications for individual, collective and organizational learning in a school. To this end, we adopted a qualitative research paradigm, which we operationalized through an instrumental case study, combining a quali-quant approach. We combined a descriptive statistical approach of two questionnaires, which were decoded and interpreted structurally and semantically, with a content analysis of interviews, focus groups, and field diary notes, in order to delve into some unique contexts and the perspectives of individual actors. We present five related studies that focus on analyzing the dynamics of how educational teams work and their effects. Study 1 consists of a scoping review of the literature on the organizational, cultural and pedagogical changes brought about by professional learning communities in schools. This study supports Studies 2, 3 and 4. Study 2 presents the functioning of educational teams as learning communities and their effects on their members, classroom practices and school cultures. Study 3 focuses on these same effects, this time through the actions of the educational team coordinators as middle leaders. Study 4 focuses on the analysis of collaborative interactions between teachers in educational teams and their contribution to their deep learning. With Study 5, an umbrella study, we tried to focus on the methodology used in our research, to show the importance of the field diary in revealing some tensions and deepening the results presented. These studies have allowed us to conclude that changing organizational structures is an essential condition for improving education, but it is not enough. What is needed is a change in the beliefs of the actors and a collaboration that enables deep learning. Substantial change in education, within the educational organization, therefore requires combined action at the level of structure, middle leadership, beliefs and professional cultures.
Responding to todayâs global challenges requires quality education, which implies a transformation of the school's organizational structure, the adoption of new roles and mentalities for its actors, and a culture of learning at the different levels of the organization. In this way, educational teams, functioning as learning communities, can present themselves as a valuable organizational change for school improvement, configuring themselves as a relevant object of study in education. Although there has been a great deal of research on the topic of learning communities in the last two decades, there is a dearth of research that examines these communities as drivers for building learning organizations, and therefore it is an area that needs further study. This paper is part of this line of research, seeking to contribute to theory, research and practice on how changing some organizational structures, namely the organization of teaching by educational teams, can have implications for individual, collective and organizational learning in a school. To this end, we adopted a qualitative research paradigm, which we operationalized through an instrumental case study, combining a quali-quant approach. We combined a descriptive statistical approach of two questionnaires, which were decoded and interpreted structurally and semantically, with a content analysis of interviews, focus groups, and field diary notes, in order to delve into some unique contexts and the perspectives of individual actors. We present five related studies that focus on analyzing the dynamics of how educational teams work and their effects. Study 1 consists of a scoping review of the literature on the organizational, cultural and pedagogical changes brought about by professional learning communities in schools. This study supports Studies 2, 3 and 4. Study 2 presents the functioning of educational teams as learning communities and their effects on their members, classroom practices and school cultures. Study 3 focuses on these same effects, this time through the actions of the educational team coordinators as middle leaders. Study 4 focuses on the analysis of collaborative interactions between teachers in educational teams and their contribution to their deep learning. With Study 5, an umbrella study, we tried to focus on the methodology used in our research, to show the importance of the field diary in revealing some tensions and deepening the results presented. These studies have allowed us to conclude that changing organizational structures is an essential condition for improving education, but it is not enough. What is needed is a change in the beliefs of the actors and a collaboration that enables deep learning. Substantial change in education, within the educational organization, therefore requires combined action at the level of structure, middle leadership, beliefs and professional cultures.
Description
Keywords
Equipas educativas Comunidades profissionais de aprendizagem Culturas escolares Estruturas organizacionais Liderança intermédia Educational teams Professional learning communities School cultures Organizational structures Middle leadership
Pedagogical Context
Citation
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CC License
Without CC licence