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Resumo(s)
A partir da década de 80 do século XX emergiram vários estudos inseridos no movimento das escolas eficazes que vieram mostrar que a escola influencia os resultados escolares dos alunos, perspetivando que a unidade escola como organização tem efeitos específicos na forma como leva a cabo a educação e a qualidade da aprendizagem proporcionada.
As investigações levadas a cabo sobre a eficácia da escola vieram confirmar que a escola pode ser uma instância que promove a (des)igualdade de oportunidades de acesso e sucesso existindo fatores intraorganizacionais que podem, direta ou indiretamente, explicar as diferenças dos resultados académicos dos alunos mesmo considerando o seu contexto de origem.
Atualmente, em Portugal, existem escolas com populações estudantis semelhantes, que operam em contextos educativos idênticos e que apresentam resultados académicos diferentes, acrescentando, mantendo ou diminuindo valor, pelo que se pretendeu perceber o que promove essa diferença, que fatores organizacionais promovem a (in)consistência dos processos e resultados educativos.
Propusemo-nos compreender o que explica essa diferença de resultados académicos em escolas com contextos e populações estudantis semelhantes e perceber de que forma o modo como a escola se organiza a nível meso (organização) e micro (sala de aula) influencia os resultados escolares obtidos pelos alunos. Realizou-se um estudo de caso duplo comparativo que abrangeu duas escolas com e em contextos educativos semelhantes, mas que apresentavam resultados académicos diferentes.
Realizámos uma revisão de literatura que nos permitiu desenhar um modelo de análise multifocal cruzando diferentes olhares, perspetivas e teorias. O modelo proposto partiu do objeto em estudo, processos organizacionais das escolas e a sua relação com o (in)sucesso escolar, e mobilizou quatro dimensões de análise que vão desde a sala de aula ao contexto educativo (variáveis de sala de aula, variáveis organizacionais, teorias organizacionais e contexto educativo).
Os dados recolhidos permitem-nos concluir que a diferença se deve ao modo de
funcionamento e de organização da escola, à forma como as lideranças (de topo e intermédias) são exercidas e ao efeito que estas conseguem gerar e à forma como se planeia, organiza e operacionaliza o processo de ensino aprendizagem em contexto de sala de aula.
Several studies inserted in the movement of effective schools emerged from the 80s of the twentieth century and these came to show that school influences the results of the students envisaging, in this way, that the school unit as an organization has specific effects on the way it conducts education and the quality of learning provided. Research into school effectiveness has confirmed that the school can be an entity for promoting (un)equal opportunities to access and success by having intra-organizational factors that can, directly or indirectly, explain differences in students academic achievement, even considering its context of origin. Currently, in Portugal, there are schools with similar student populations, which operate in identical educational contexts and have different academic results, adding, maintaining or decreasing value, so it was intended to understand what promotes this difference, which organizational factors promote (in)consistency of educational processes and outcomes. We set out to understand what explains this difference in academic achievement in schools with similar contexts and student populations, and to understand how the way schools are organized at the meso (organization) and micro (classroom) levels, influence the school outcomes obtained by the students. A comparative double case study was carried out covering two schools with and in similar educational contexts, but with different academic outcomes. We conducted a literature review that allowed us to design a multifocal analysis model crossing different ways of seeing, perspectives and theories. The proposed model came from the object under study, organizational processes of schools and their relationship with (un)successful school results, and mobilized four dimensions of analysis ranging from the classroom to the educational context (classroom variables, organizational variables, organizational theories and educational context). The data gathered allow us to conclude that the difference is due to the way the school operates, to its organization, to the way its leaderships (top and middle) are exercised and to the effect they can generate, and also to the way the teaching-learning process is planned, organized and operationalized in the classroom context.
Several studies inserted in the movement of effective schools emerged from the 80s of the twentieth century and these came to show that school influences the results of the students envisaging, in this way, that the school unit as an organization has specific effects on the way it conducts education and the quality of learning provided. Research into school effectiveness has confirmed that the school can be an entity for promoting (un)equal opportunities to access and success by having intra-organizational factors that can, directly or indirectly, explain differences in students academic achievement, even considering its context of origin. Currently, in Portugal, there are schools with similar student populations, which operate in identical educational contexts and have different academic results, adding, maintaining or decreasing value, so it was intended to understand what promotes this difference, which organizational factors promote (in)consistency of educational processes and outcomes. We set out to understand what explains this difference in academic achievement in schools with similar contexts and student populations, and to understand how the way schools are organized at the meso (organization) and micro (classroom) levels, influence the school outcomes obtained by the students. A comparative double case study was carried out covering two schools with and in similar educational contexts, but with different academic outcomes. We conducted a literature review that allowed us to design a multifocal analysis model crossing different ways of seeing, perspectives and theories. The proposed model came from the object under study, organizational processes of schools and their relationship with (un)successful school results, and mobilized four dimensions of analysis ranging from the classroom to the educational context (classroom variables, organizational variables, organizational theories and educational context). The data gathered allow us to conclude that the difference is due to the way the school operates, to its organization, to the way its leaderships (top and middle) are exercised and to the effect they can generate, and also to the way the teaching-learning process is planned, organized and operationalized in the classroom context.
Descrição
Palavras-chave
Sucesso escolar Fatores organizacionais Melhoria das escolas Lideranças Práticas pedagógicas School success Organizational factors School improvement Leaderships Pedagogical practices