Advisor(s)
Abstract(s)
The current thesis focuses on a Municipal Educational Project - PEM. Such type of
project has been emerging nationwide out a growing decentralization desire by
central governments, as well as by the growing desire of Municipal Authorities to
take control of Education processes within their region of authority. Competencies
previously allocated to a central Ministry of Education have gradually been
transferred to the control of Municipal Authorities.
The work focuses on one specific document-based case study. Through structured
interviews, inquiries and questionnaires, we move from theoretical principles - the
rhetorics - to collect a substantive set of empirical data that we confront with the
theoretical principles - the practices. In this analysis process, we confront the
various agents involved with a specific PEM with the real practices as they have
been observed.
We note significant discrepancies between what several theoretical principles
establish for the various entities involved with a PEM and what reality as expressed
by the empirical data determines and suggests. These discrepancies refer to the
processes that regulate education, the autonomy of schools, the concept of
‘educational city’ and the role played by the Municipal Education Council, among
others.
Description
Keywords
School autonomy decentralization city/region Municipal Educational Project
Pedagogical Context
Citation
Pires, M. T. M., Cabral, I. (2017). Projeto educativo municipal: da retórica às (perceções sobre as) práticas – um estudo de caso. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 1112-1133). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Publisher
Universidade Católica Portuguesa