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Abstract(s)
No contexto atual a escola enquanto organização, suscita novas interpelações na
tentativa de adequar a educação às exigências das transformações sociais e económicas.
Por forma a dar uma resposta eficaz à sua missão, surge o Projeto Educativo como o
documento que consagra a orientação educativa do agrupamento de escolas ou de escolas não
agrupadas, desenhado para um horizonte de três anos e elaborado de forma participada, dentro
dos princípios de responsabilização de toda a comunidade educativa.
Equacionar a dicotomia existente entre os pressupostos teóricos que fundamentam a
razão da existência de um Projeto Educativo como documento que consagra a orientação
educativa do agrupamento de escolas ou de escolas não agrupadas e a realidade, em contexto,
onde por vezes, é percetível a comunidade não conhecer, identificar e se rever no Projeto
Educativo, perdendo toda a sua função de documento de identidade participativa e operativa,
remete para a necessidade de analisar e compreender a dinâmica do Projeto Educativo,
importando perspetivar qual a eficácia do Projeto Educativo na dinâmica da qualidade do
ensino aprendizagem e na identidade da escola. A eficácia de um Projeto Educativo verificase
quando a própria escola e a sua comunidade, se questionam sobre a sua realidade e definem
de forma participada, partilhada e responsável, como prioritário uma estratégia resultante da
necessidade concreta, consubstanciando o projeto num instrumento de gestão estratégica de
qualidade no ensino aprendizagem. A operacionalização do Projeto Educativo resultante e
transmissor da identidade da escola tornará este projeto num promotor da sua eficácia ao ter
em conta a criação de mecanismos de difusão e de apropriação da sua cultura, bem como de
reflexão e consolidação de uma cultura de autoavaliação. Neste sentido, o envolvimento dos
professores no seu processo de elaboração torna-se determinante, dado que a colaboração
interpares na tomada de decisões, como forma de participação convergente com os objetivos
da organização, tem sido apontada como a solução organizacional para os problemas do
ensino e das escolas contemporâneas.
Esta reflexão emerge da necessidade de analisar e compreender o papel do Projeto
Educativo da Escola na dinamização da vida da escola, abordando a eficácia do seu processo
de conceção, implementação e avaliação.
In the actual context the school, as an organization, raises new interpellations in the attempt to fit education to the demands of social and economic change. In order to respond effectively to its mission, the Educational Project came up as the document establishing the educational guidelines for school cluster or ungrouped schools, designed for a 3-year period and drawn up in a participatory way within the principles of responsibility of the entire educational community. Equating the dichotomy between the theoretical assumptions that underlie the reason for the existence of an Educational Project as a document that establishes the educational guidance of the grouped schools or non-grouped schools and its reality, in context, where sometimes, it is understandable that the community doesn’t know, identify and review the Educational Project, losing all its function of a participatory identity and operative document, which leads to the need to analyze and understand the dynamics of the Educational Project, it is important to understand what is the effectiveness of the Educational Project on the dynamics of the quality of teaching and learning in school grouped identity. The effectiveness of an Educational Project occurs when the school itself and its community, wonder about their reality and define in a participated, shared and responsible way, as priority, a strategy which is a result from the concrete need, consolidating the project in a strategic management tool for quality in teaching and learning. The operating of an Educational Project which is a result and transmitter of the school identity will make this project a promoter of its effectiveness by taking into account the mechanisms of diffusion and appropriation of their culture, as well as reflection and consolidation of a culture of self – assessment. Nevertheless the involvement of teachers in its making process becomes decisive, given that peer collaboration in decision-making as a way of convergent participation in the organization goals has been pointed out as the organizational solution for teaching problems and for contemporary school issues. This study emerges from the need to analyze and understand the role of the School Educational Project in fostering the life of the school, addressing the efficiency of the process of design, implementation and evaluation.
In the actual context the school, as an organization, raises new interpellations in the attempt to fit education to the demands of social and economic change. In order to respond effectively to its mission, the Educational Project came up as the document establishing the educational guidelines for school cluster or ungrouped schools, designed for a 3-year period and drawn up in a participatory way within the principles of responsibility of the entire educational community. Equating the dichotomy between the theoretical assumptions that underlie the reason for the existence of an Educational Project as a document that establishes the educational guidance of the grouped schools or non-grouped schools and its reality, in context, where sometimes, it is understandable that the community doesn’t know, identify and review the Educational Project, losing all its function of a participatory identity and operative document, which leads to the need to analyze and understand the dynamics of the Educational Project, it is important to understand what is the effectiveness of the Educational Project on the dynamics of the quality of teaching and learning in school grouped identity. The effectiveness of an Educational Project occurs when the school itself and its community, wonder about their reality and define in a participated, shared and responsible way, as priority, a strategy which is a result from the concrete need, consolidating the project in a strategic management tool for quality in teaching and learning. The operating of an Educational Project which is a result and transmitter of the school identity will make this project a promoter of its effectiveness by taking into account the mechanisms of diffusion and appropriation of their culture, as well as reflection and consolidation of a culture of self – assessment. Nevertheless the involvement of teachers in its making process becomes decisive, given that peer collaboration in decision-making as a way of convergent participation in the organization goals has been pointed out as the organizational solution for teaching problems and for contemporary school issues. This study emerges from the need to analyze and understand the role of the School Educational Project in fostering the life of the school, addressing the efficiency of the process of design, implementation and evaluation.
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Keywords
Projeto educativo Organizações Eficácia Educational Project Efficiency Organizations