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A edificação de territórios educadores: potencialidades e constrangimentos de um concelho do interior centro de Portugal
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Abstract(s)
O contexto educativo atual revela recetividade à visão holística da educação que assente na multidimensionalidade do aluno, na participação comunitária e no reconhecimento do potencial educativo dos territórios, desencadeia novas formas de regulação, de organização e de realização do trabalho pedagógico e (re)introduz conceitos como o Território Educador. Esse construto educativo, assumido como uma unidade coesa, orgânica e multidimensional, requereria para a sua edificação uma relação tripartida equilibrada e fluída entre as componentes Território-Escola-Comunidade e uma estrutura competente, multifacetada e multinível que a concretizaria.
A presente investigação pretendeu equacionar a viabilidade dessa edificação num concelho do interior centro de Portugal, perspetivando atores, ações e processos, aferindo perceções, e ponderando formas de instituição, participação, gestão e regulação desse construto educativo. Para consecução desses objetivos foi realizado um estudo descritivo assente numa metodologia mista que cruzou informações recolhidas nas entrevistas realizadas a diversos atores, internos e externos, com dados obtidos nos inquéritos por questionário aplicados aos professores dos órgãos colegiais, encarregados de educação e alunos, e com observações reunidas nas atividades concretizadas.
Os resultados revelam abertura ao ideário do Território Educador e reconhecimento da importância da articulação entre instituições que o promovam. Indiciam também alguma resistência aparentemente associada a inseguranças face à mudança e a uma visão conservadora do ensino que condiciona práticas pedagógicas inovadoras. A viabilidade deste Território Educador parece exigir recentragem conceptual pois, tendo o património como núcleo central da ação, seria possível potenciar sinergias e maximizar a margem de progressão detetada canalizando-a para o enriquecimento da aprendizagem dos alunos.
A holistic view of education, based on the relevancy of the multidimentionality of the student, community participation and the recognition of the educational potential of the territories, prompts new forms of regulation, organization and of carrying out pedagogical work, (re)introducing unifying concepts such as that of Educational Territory. The edification of this educational construct, assumed as a cohesive, organic and multidimensional unit, would require a balanced and fluid tripartite relationship between the components of Territory-School-Community (TSC) and a competent multifaced and multilevel structure that would materialize it. The present work aimed to consider the viability of this edification in a municipality of central interior Portugal, to envision actors, actions and processes, to measure the perceptions, and to reflect on the forms of institution, management and regulation of this educational construct. To achieve these objectives, a descriptive study was carried out, based on a mixed methodology that crossed data collected in interviews to different, internal and external, actors, with that obtained through questionnaire surveys applied to teachers of the collegiate bodies, guardians and students, and with observations gathered in the realized activities. The results reveal openness towards the ideology of Educational Territory and the recognition of the importance of the articulation between the institutions that would promote it. They also point to some resistance, apparently associated to insecurities in the face of change and a conservative vision of education, which conditions innovative pedagogical practices. The viability of this Educational Territory appears to require a conceptual re-centring, since, having the local heritage as the central nucleus of the action, it would be possible to enhance synergies and to maximize the detected progression margin, channelling it to the enrichment of student learning.
A holistic view of education, based on the relevancy of the multidimentionality of the student, community participation and the recognition of the educational potential of the territories, prompts new forms of regulation, organization and of carrying out pedagogical work, (re)introducing unifying concepts such as that of Educational Territory. The edification of this educational construct, assumed as a cohesive, organic and multidimensional unit, would require a balanced and fluid tripartite relationship between the components of Territory-School-Community (TSC) and a competent multifaced and multilevel structure that would materialize it. The present work aimed to consider the viability of this edification in a municipality of central interior Portugal, to envision actors, actions and processes, to measure the perceptions, and to reflect on the forms of institution, management and regulation of this educational construct. To achieve these objectives, a descriptive study was carried out, based on a mixed methodology that crossed data collected in interviews to different, internal and external, actors, with that obtained through questionnaire surveys applied to teachers of the collegiate bodies, guardians and students, and with observations gathered in the realized activities. The results reveal openness towards the ideology of Educational Territory and the recognition of the importance of the articulation between the institutions that would promote it. They also point to some resistance, apparently associated to insecurities in the face of change and a conservative vision of education, which conditions innovative pedagogical practices. The viability of this Educational Territory appears to require a conceptual re-centring, since, having the local heritage as the central nucleus of the action, it would be possible to enhance synergies and to maximize the detected progression margin, channelling it to the enrichment of student learning.
Description
Tese de Mestrado em Administração e Gestão Educacional, apresentada à Universidade Aberta
Keywords
Educação integral Participação comunitária Património local Território educador Integral education Community participation Local heritage Educational territory