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Inovação e mudança em contextos educacionais: um desafio sobre práticas e desafios na administração e gestão das escolas
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O presente estudo, intitulado "Inovação e Mudança em Contextos Educacionais: Um Estudo sobre Práticas e Desafios na Administração e Gestão das Escolas", visa analisar as perceções, práticas e desafios associados à inovação educativa no Agrupamento de Escolas José Estêvão (AEJE), em Aveiro.
Adotando uma abordagem metodológica mista, o estudo assegurou a triangulação dos dados através da utilização de análise documental, entrevistas semiestruturadas, focus group e inquérito por questionário, permitindo uma compreensão integrada e contextualizada do papel das lideranças escolares nos processos de mudança.
Os resultados evidenciam que a inovação é percecionada como um processo dinâmico e colaborativo, cuja sustentabilidade reside na liderança pedagógica, na motivação docente e na cultura organizacional. Verificou-se uma tensão entre o discurso estratégico e a prática, marcada por desafios estruturais como a sobrecarga burocrática, a escassez de tempo para a reflexão conjunta e a necessidade de formação específica em gestão da mudança. O estudo sublinha ainda o papel determinante das lideranças intermédias como mediadoras e catalisadoras da mudança.
Conclui-se que a inovação educativa é uma construção diária que exige cooperação, confiança institucional e compromisso coletivo com a melhoria. São propostas recomendações para o reforço da liderança distribuída, da cultura colaborativa e da monitorização, bem como a sugestão de linhas futuras de investigação sobre a sustentabilidade da inovação e o impacto das políticas de autonomia curricular nas culturas escolares.
The present study, entitled "Innovation and Change in Educational Contexts: A Study on Practices and Challenges in School Administration and Management", analyses the perceptions, practices, and challenges associated with educational innovation within the Agrupamento de Escolas José Estêvão (AEJE) in Aveiro, Portugal. Adopting a mixed-methods approach, the study ensured data triangulation through the use of document analysis, semi-structured interviews, a focus group, and an online questionnaire, allowing for an integrated and contextual understanding of the role of school leadership in educational change processes. The findings reveal that innovation is perceived as a dynamic and collaborative process, whose sustainability hinges upon pedagogical leadership, teacher motivation, and the prevailing organisational culture. A tension was observed between the strategic discourse and the daily practice, marked by structural challenges such as bureaucratic overload, insufficient time for joint reflection, and the need for specific training in change management. The study further underscores the determining role of middle leaders as mediators and catalysts for change. It is concluded that educational innovation is not decreed but built daily through cooperation, institutional trust, and a collective commitment to improvement. The study proposes recommendations to strengthen distributed leadership, collaborative culture, and monitoring mechanisms, as well as new avenues for future research on innovation sustainability and the impact of curricular autonomy policies on school cultures.
The present study, entitled "Innovation and Change in Educational Contexts: A Study on Practices and Challenges in School Administration and Management", analyses the perceptions, practices, and challenges associated with educational innovation within the Agrupamento de Escolas José Estêvão (AEJE) in Aveiro, Portugal. Adopting a mixed-methods approach, the study ensured data triangulation through the use of document analysis, semi-structured interviews, a focus group, and an online questionnaire, allowing for an integrated and contextual understanding of the role of school leadership in educational change processes. The findings reveal that innovation is perceived as a dynamic and collaborative process, whose sustainability hinges upon pedagogical leadership, teacher motivation, and the prevailing organisational culture. A tension was observed between the strategic discourse and the daily practice, marked by structural challenges such as bureaucratic overload, insufficient time for joint reflection, and the need for specific training in change management. The study further underscores the determining role of middle leaders as mediators and catalysts for change. It is concluded that educational innovation is not decreed but built daily through cooperation, institutional trust, and a collective commitment to improvement. The study proposes recommendations to strengthen distributed leadership, collaborative culture, and monitoring mechanisms, as well as new avenues for future research on innovation sustainability and the impact of curricular autonomy policies on school cultures.
Descrição
Mestrado em Administração e Gestão Educacional, apresentada à Universidade Aberta
Palavras-chave
Inovações educativas Liderança educacional Mudança organizacional Gestão educacional Cultura colaborativa Educational innovation School leadership Organisational change Educational management Collaborative culture
Contexto Educativo
Citação
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Licença CC
Sem licença CC