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Advisor(s)
Abstract(s)
Com a democratização e massificação do acesso ao ensino aumentou a
diversidade social, cultural e económica do público escolar e este facto coloca
novos desafios ao modelo organizativo das escolas.
O tradicional funcionamento interno da escola revela-se incompatível com a
diversidade de públicos que ela acolhe e com as novas missões que lhe são
atribuídas, originando uma metamorfose do modo de seleção escolar,
passando de uma seleção dos melhores para uma exclusão dos piores, isto é,
de uma seleção relativa e exclusão massiva para uma exclusão relativa por
processos de aparente inclusão.
Defende-se hoje que, na gestão do trabalho curricular, a escola se centre nas
questões de organização e gestão contextualizada, nomeadamente, através da
concretização de projetos próprios, adequados a cada grupo de alunos, com
vista à melhoria do nível e da qualidade das aprendizagens curriculares
consideradas essenciais e, por isso, são preconizadas para todos.
Esta investigação pretende conhecer, compreender e refletir sobre a forma
como se organiza para promover o sucesso escolar dos alunos uma escola que
integra o programa TEIP3 e estabelece um “contrato de autonomia” com o
Ministério da Educação.
O estudo realizado é de caráter qualitativo e a metodologia adotada insere-se
no paradigma interpretativo estruturando-se num estudo de caso, uma vez que
se pretende reconstituir a experiência vivida pelos participantes.
Através desta investigação é possível identificar os dispositivos organizacionais
desenvolvidos, percecionar o modo como o órgão de gestão e administração e
as diferentes estruturas de coordenação promoveram e desenvolveram o
currículo, caraterizar as estratégias desencadeadas e o papel dos
intervenientes, analisar as mudanças induzidas e reconhecer os
constrangimentos e oportunidades sentidas pelos diferentes atores envolvidos.
Nesse sentido, o estudo verifica que os diretores de turmas adotaram um
modelo híbrido de organização (as turmas contíguas), evidenciando um
redesenho da gestão pedagógica e curricular que conduziu a maior eficácia
organizacional.
With the democratization and massification of access to education increased the social, cultural and economic diversity of the public school and this put new challenges to the organizational model of schools. The traditional functioning of the school is incompatible with the diversity of the public it receives and the new missions assigned to it, leading to a metamorphosis of the way of school selection, passing from a selection of the best to an exclusion of the worst, this is, from a relative selection and massive exclusion to a relative exclusion by processes of apparent inclusion. Today, it is argued that, in the management of curricular work, the school focuses on the issues of organization and contextual management, namely, through the implementation of own projects, appropriate to each group of students, with a view to improving the level and quality of curricular learning considered essential and, therefore, are recommended for all. This research aims to know, to understand and to reflect on how a school is organized to promote students' school success by integrating the TEIP3 program and establish a "contract of autonomy" with the Ministry of Education. The study is qualitative and the methodology adopted is inserted in the interpretative paradigm, structured in a study case, since it is intended to reconstitute the experience lived by the participants. Through this research it is possible to identify the organizational arrangements developed, to understand how the management and administration body and the different coordination structures promoted and developed the curriculum, to characterize the strategies developed and the role of the actors, to analyze the induced changes and to recognize the constraints and opportunities felt by the different actors involved. In this sense, the study verifies that the class directors adopted a hybrid model of organization (the contiguous classes), evidencing a redesign of the pedagogical and curricular management that led to greater organizational effectiveness.
With the democratization and massification of access to education increased the social, cultural and economic diversity of the public school and this put new challenges to the organizational model of schools. The traditional functioning of the school is incompatible with the diversity of the public it receives and the new missions assigned to it, leading to a metamorphosis of the way of school selection, passing from a selection of the best to an exclusion of the worst, this is, from a relative selection and massive exclusion to a relative exclusion by processes of apparent inclusion. Today, it is argued that, in the management of curricular work, the school focuses on the issues of organization and contextual management, namely, through the implementation of own projects, appropriate to each group of students, with a view to improving the level and quality of curricular learning considered essential and, therefore, are recommended for all. This research aims to know, to understand and to reflect on how a school is organized to promote students' school success by integrating the TEIP3 program and establish a "contract of autonomy" with the Ministry of Education. The study is qualitative and the methodology adopted is inserted in the interpretative paradigm, structured in a study case, since it is intended to reconstitute the experience lived by the participants. Through this research it is possible to identify the organizational arrangements developed, to understand how the management and administration body and the different coordination structures promoted and developed the curriculum, to characterize the strategies developed and the role of the actors, to analyze the induced changes and to recognize the constraints and opportunities felt by the different actors involved. In this sense, the study verifies that the class directors adopted a hybrid model of organization (the contiguous classes), evidencing a redesign of the pedagogical and curricular management that led to greater organizational effectiveness.
Description
Keywords
Políticas educativas Insucesso escolar Direção de turma Organização pedagógica Agrupamento flexível de alunos Educational policies School failure Class direction Pedagogical organization Flexible grouping of students