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Projecto educativo e projectos na escola: que articulação e que resultados?: um estudo de caso numa escola básica de 2º e 3º Ciclos
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Abstract(s)
Resumo - Nesta dissertação, parte-se do princípio de que projectar envolve um processo de desenvolvimento criativo dos indivíduos ou dos grupos e que é, portanto, um bom presságio constatar que uma escola evidencia uma cultura de projecto.
Também se assume que o sucesso da organização escolar provém de uma vontade colectiva, assente num conjunto de valores partilhados e num conjunto de princípios orientadores, sendo que o Projecto Educativo de Escola (PEE) é o espelho desse querer.
O estudo apresentado tenta compreender se os diferentes projectos que se desenvolvem numa escola contribuem para a concretização do seu PEE, qual a repercussão e a articulação desses projectos entre si e quais os seus resultados educativos e formativos.
Para tal, realizou-se um estudo de caso numa Escola Básica de 2º e 3º ciclos que conta com uma longa tradição no desenvolvimento de projectos. A análise documental e as entrevistas a vários actores da escola (Presidente do Conselho Executivo, Coordenadora de Projectos, Presidente da Associação de Pais, Coordenadores de alguns projectos) serviram de base à investigação.
Concluímos que, neste caso, os projectos proporcionam uma dinâmica reflexiva efectiva. A participação alargada e a avaliação sistemática integraram o respectivo processo de desenvolvimento, dando origem a uma troca de experiências em torno da procura de respostas para a resolução dos problemas sentidos na escola.
Os projectos também promovem a abertura da escola ao meio, imprimindo uma dinâmica comunitária que se verificou ser condição necessária à sustentabilidade dos esforços de desenvolvimento, mudança e mesmo inovação.
Deste fenómeno colectivo resulta uma dinâmica de avaliação-regulação que, pela sua diversidade e abrangência, possibilita uma informação constante e objectiva do processo e dos resultados. A articulação dos vários projectos com o PEE é efectiva, garantindo a pertinência e eficácia da acção desenvolvida
Abstract - On this dissertation we argue that it takes it that to project strategic planning engages a process of creative development from individuals or groups and therefore is a good sign if a school demonstrates a whole school approach (“project culture”). It is also assumed that the success of a school organization involves a collective will, laid in conjoined shared values and conjoined guided beginnings, and the School Education Plan (SEP) is a reflect of this will. The present study attempts to understand if the different projects developed in a school contribute to make real its SEP, what are the repercussion and the articulation between projects and what the educative and formative outcomes are. A case study was accomplished in a Middle School which has a large tradition in strategic planning. Documentary analysis and several interviews to individuals with different roles (President of the Executive Board, Projects Coordinator, President of Parents’ Association, Coordinators of programs) were the base of the investigation. We conclude that, in this case, the projects make possible an effective reflexive dynamic. An extended participation and a systematic evaluation are part of the development process itself, causing an exchange of experiences concerning the demand of answers for the resolution of the problems perceived in the school. Projects also promote the opening of the school to the environment, granting dynamics shared by the community that was confirmed to be a required condition for the sustainability of the development efforts, changes and even innovation. The collective phenomenon origins dynamics of evaluation-regulation that, by its diversity and comprehensiveness, allows constant and objective information about the process and outcomes. The articulation of diverse projects with SEP is effective, assuring the relevance and efficacy of the developed event
Abstract - On this dissertation we argue that it takes it that to project strategic planning engages a process of creative development from individuals or groups and therefore is a good sign if a school demonstrates a whole school approach (“project culture”). It is also assumed that the success of a school organization involves a collective will, laid in conjoined shared values and conjoined guided beginnings, and the School Education Plan (SEP) is a reflect of this will. The present study attempts to understand if the different projects developed in a school contribute to make real its SEP, what are the repercussion and the articulation between projects and what the educative and formative outcomes are. A case study was accomplished in a Middle School which has a large tradition in strategic planning. Documentary analysis and several interviews to individuals with different roles (President of the Executive Board, Projects Coordinator, President of Parents’ Association, Coordinators of programs) were the base of the investigation. We conclude that, in this case, the projects make possible an effective reflexive dynamic. An extended participation and a systematic evaluation are part of the development process itself, causing an exchange of experiences concerning the demand of answers for the resolution of the problems perceived in the school. Projects also promote the opening of the school to the environment, granting dynamics shared by the community that was confirmed to be a required condition for the sustainability of the development efforts, changes and even innovation. The collective phenomenon origins dynamics of evaluation-regulation that, by its diversity and comprehensiveness, allows constant and objective information about the process and outcomes. The articulation of diverse projects with SEP is effective, assuring the relevance and efficacy of the developed event
Description
Dissertação de Mestrado em Administração e Gestão Educacional apresentada à Universidade Aberta
Keywords
Educação Estudo de casos Gestão de estabelecimentos de ensino Organização escolar Participação Projeto Educativo de Escola Projetos de educação
Citation
Pinto, Carla Maria Garcia - Projecto educativo e projectos na escola [Em linha] : que articulação e que resultados? : um estudo de caso numa escola básica de 2º e 3º Ciclos. [Lisboa : s.n.], 2007. 224 p.