Advisor(s)
Abstract(s)
O Projeto Educativo e o Plano Anual de Atividades são dois documentos
interdependentes, da responsabilidade da escola, que lhe permitem o exercício da sua
autonomia. Estes documentos, com uma longa tradição nas escolas, constam dos textos legais
há já mais de 20 anos, embora sempre tivesse sido muito débil a explicitação do modo como
deveriam ser elaborados, acabando as escolas por cumprir a imposição legal da forma que
melhor entendiam. São documentos que, na sua essência, revelam características facilitadoras
de uma gestão de natureza estratégia e, um elevado grau de articulação entre ambos, potencia a
sua eficácia neste modo de gestão.
A problemática deste estudo está centrada no modo como a escola articula o Projeto
Educativo e o Plano Anual de Atividades e os utiliza como instrumentos de uma gestão
orientada por princípios estratégicos.
Em termos metodológicos este trabalho assenta numa abordagem qualitativa em que se
recorreu à metodologia do estudo de caso. Duas escolas, com diferentes tipologias,
constituíram o campo de investigação sendo uma delas uma escola agrupada e outra uma
escola secundária com 3.º Ciclo do Ensino Básico. Como instrumentos de recolha de dados no
estudo empírico foram utilizados a entrevista semiestruturada, o inquérito por questionário e a
análise documental.
Apesar de se tratarem de escolas com diferentes tipologias, os dados obtidos não
traduzem diferenças significativas entre ambas. Constatámos que a utilização que as duas
escolas fazem dos documentos em análise não valoriza o seu potencial estratégico, o que
poderá comprometer uma gestão assente em princípios desta natureza. O Plano Anual de
Atividades não operacionaliza efetivamente o Projeto Educativo e a articulação entre os dois
documentos não parece ser conseguida. Sobressai neste estudo, um elevado grau de dissenso
entre o que está escrito na legislação, nos documentos analisados e no discurso dos docentes.
The Educational Project and the Annual Plan of Activities are two interrelated school’s documents which support its autonomy. These documents, with a long tradition in schools, have been written in legislation for more than 20 years, however, schools were never told what was the best way to do and develop it. The Educational Project and the Annual Plan of Activities reveal some kind of features that promote a management strategic and their efficacy are improved, as long as schools find how to get a high degree of coordination between both. This study is focused on the issues of how school articulates Education Project and Annual Plan of Activities and uses both as instruments of management guided by strategic principles. In terms of methodology, it is based on a qualitative approach: the case study. Two schools, with different typologies, were the research field and the interview, the questionnaire survey and document analysis were the instruments of data collection that were used in the empirical study. Although we had studied two different types of schools, the data do not indicate significant differences between both. We found that the linkage degree between Education Project and the Annual Plan of Activities is not very high and so, both schools aren’t exploring the potential of these documents which is compromising the management strategic. The Annual Plan of Activities doesn’t operationalize the Educational Project and coordination between the two documents does not seem to be achieved. Stands out in this study, a high degree of disagreement between what is written in the law, the documents analyzed and the teachers’ speech.
The Educational Project and the Annual Plan of Activities are two interrelated school’s documents which support its autonomy. These documents, with a long tradition in schools, have been written in legislation for more than 20 years, however, schools were never told what was the best way to do and develop it. The Educational Project and the Annual Plan of Activities reveal some kind of features that promote a management strategic and their efficacy are improved, as long as schools find how to get a high degree of coordination between both. This study is focused on the issues of how school articulates Education Project and Annual Plan of Activities and uses both as instruments of management guided by strategic principles. In terms of methodology, it is based on a qualitative approach: the case study. Two schools, with different typologies, were the research field and the interview, the questionnaire survey and document analysis were the instruments of data collection that were used in the empirical study. Although we had studied two different types of schools, the data do not indicate significant differences between both. We found that the linkage degree between Education Project and the Annual Plan of Activities is not very high and so, both schools aren’t exploring the potential of these documents which is compromising the management strategic. The Annual Plan of Activities doesn’t operationalize the Educational Project and coordination between the two documents does not seem to be achieved. Stands out in this study, a high degree of disagreement between what is written in the law, the documents analyzed and the teachers’ speech.
Description
Keywords
Projeto Educativo Plano Anual de Atividades Organização educativa Instrumentos de autonomia das escolas Gestão estratégica Educational Project Annual Plan of Activities Educational organization Instruments of school autonomy Strategic Management