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Práticas de afirmação da autonomia escolar, estudo de caso em duas escolas da Região Autónoma da Madeira
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Abstract(s)
Neste estudo de caso foram analisadas as práticas de afirmação da autonomia escolar em duas escolas da RAM, com foco nas estratégias de gestão e inovação pedagógica implementadas. As escolas, estão inseridas em contextos socioeconómicos distintos e adaptaram as diretrizes nacionais às especificidades locais, utilizando o Projeto Educativo de Escola (PEE) como eixo estruturante.
Foram referenciados os documentos estruturantes que as duas escolas têm ao seu dispor para pôr em prática as formas de autonomia escolar como já foi referido o Projeto Educativo de Escola, bem como, o Plano Anual de Escola, o Plano de Atividades, o Regulamento Interno e o Relatório de Autoavaliação, entre outros documentos/projetos alocados a cada estabelecimento de ensino.
Procedeu-se à recolha de dados através do google forms de forma a recolher informação que foi tratada em termos estatísticos e representados nos respetivos gráficos e tabelas, registo esse que foi devidamente analisado e tratado, pois os questionários e as entrevistas são instrumentos essenciais para aferir as práticas de autonomia escolar.
Neste trabalho houve a preocupação de organizar em capítulos considerados fundamentais neste estudo de caso, tais como: Fundamentação do Tema Escolhido, A Autonomia Escolar em Portugal, A Descentralização das Escolas em Portugal, o Enquadramento da Autonomia Escolar na RAM, as Opções Metodológicas e Descrição dos Instrumentos de Recolha e Análise de Dados e a Análise e Discussão dos Dados.
Identificou-se uma forte ênfase na participação democrática, envolvendo professores, alunos e encarregados de educação nos processos de decisão.
Os resultados revelaram que a descentralização promovida pela autonomia contribuiu para uma gestão mais eficiente, mas também apontaram desafios, como a escassez de recursos e a necessidade de formação contínua para os profissionais.
In this case study, the practices affirming school autonomy, were analyzed in two schools of the Autonomous Region of Madeira (RAM), with a focus on the management and implementation of srategies and pedagofical innovation. Schools are inserted in diferente socioeconomic contexts and adapted the national guidelines to local specificities, using the School Educational Project (PEE) as a central structuring axis. The structural documents that the two schools have at their disposal to put into pratctice the forms of school autonomy ere already mentioned: the School Educational Project, the Annual School Plan, the Activity Plan, the Internal Regulation, and the SelfAssessment Report, among other documents/projectsal located to each educational establishment. Data collected though google forms in order to collect information, that was treated in statistical terms and represented in the respective graphs and tables, a record that was duly analyzed because questionnaires and interviews are essential tools to evaluate school autonomy practices. In this work, care was taken to organize the case study into chapters considered fundamental, such as: the Theoretical Foundation of the Chosen Topic, School Autonomy in Portugal, the Decentralization of Schools in Portugal, the Framework of School Autonomy in the Autonomous Region of Madeira (RAM), the Methodological Options and Description of the Data Collection and Analysis Instruments, and the Analysis and Discussion of the Data. A clear emphasis was placed on democratic participation, involving teachers, students and parents in decision-making process. The results revealed that the decentralization promoted by autonomy contributed has contributed to more efficient management, but also pointed to challengessuch as the lack of resources and the need for ongoing training for professionals.
In this case study, the practices affirming school autonomy, were analyzed in two schools of the Autonomous Region of Madeira (RAM), with a focus on the management and implementation of srategies and pedagofical innovation. Schools are inserted in diferente socioeconomic contexts and adapted the national guidelines to local specificities, using the School Educational Project (PEE) as a central structuring axis. The structural documents that the two schools have at their disposal to put into pratctice the forms of school autonomy ere already mentioned: the School Educational Project, the Annual School Plan, the Activity Plan, the Internal Regulation, and the SelfAssessment Report, among other documents/projectsal located to each educational establishment. Data collected though google forms in order to collect information, that was treated in statistical terms and represented in the respective graphs and tables, a record that was duly analyzed because questionnaires and interviews are essential tools to evaluate school autonomy practices. In this work, care was taken to organize the case study into chapters considered fundamental, such as: the Theoretical Foundation of the Chosen Topic, School Autonomy in Portugal, the Decentralization of Schools in Portugal, the Framework of School Autonomy in the Autonomous Region of Madeira (RAM), the Methodological Options and Description of the Data Collection and Analysis Instruments, and the Analysis and Discussion of the Data. A clear emphasis was placed on democratic participation, involving teachers, students and parents in decision-making process. The results revealed that the decentralization promoted by autonomy contributed has contributed to more efficient management, but also pointed to challengessuch as the lack of resources and the need for ongoing training for professionals.
Description
Tese de Mestrado em Administração e Gestão Educacional, apresentada à Universidade Aberta
Keywords
Autonomia escolar Projeto Educativo de Escola Inclusão escolar Descentralização Gestão escolar Madeira School autonomy School Educational Project (PEE) School inclusion Decentralization School management
Pedagogical Context
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