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Formação, competências e seleção do diretor em diferentes modelos de gestão de escolas na Europa: uma abordagem comparativa entre três países
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Advisor(s)
Abstract(s)
Colocando em evidência a necessidade de políticas educativas europeias comuns
promotoras da qualidade e eficácia do ensino público, o papel dos diretores escolares
ressalta na medida em que são, por um lado, os responsáveis pela prestação de contas à
tutela e, por outro, pela gestão das escolas assente na liderança pedagógica,
organizacional, administrativa e financeira. Considerando a Educação Comparada como
método de investigação privilegiado para a identificação de políticas educativas comuns, o
presente trabalho de investigação pretende abordar, comparativamente, três modelos de
gestão relativamente aos processos de recrutamento e seleção do diretor, identificando os
requisitos e competências para o desempenho do cargo de diretor escolar.
Abordaremos numa primeira parte, o que concluímos relacionar-se com o desempenho
deste cargo, apresentando temas como: liderança, gestão, formação profissional,
descentralização de competências na Educação, e por fim, a Educação Comparada.
Na segunda parte, analisaremos, primeiramente, as políticas educativas na União
Europeia para, posteriormente, nos debruçarmos sobre os documentos de referência com
recomendações relativas ao modelo de administração e gestão educacional, assim como o
enquadramento legislativo de cada um dos países em questão (Portugal, Espanha e
Noruega).
Os resultados obtidos com esta investigação apontam diferenças substanciais entre o
conjunto dos países do Sul da Europa, Portugal e Espanha, países com antepassados
políticos ditatoriais, e o modelo de gestão descentralizado da Noruega, evidenciando dois
modelos de gestão: centralizado e descentralizado. Para concluir, consideramos ser
extremamente complexa a definição única do perfil do diretor do século XXI, atendendo
às múltiplas competências que lhe são exigidas na atual estratégia política, social,
económica e educativa da Europa
Highlighting the need for common European education policies to promote the quality and effectiveness of public education, the role of school principals stands out insofar as they are, on the one hand, responsible for reporting to the supervisory body and, on the other, for managing schools based on pedagogical, organizational, administrative and financial leadership. Considering Comparative Education as a privileged research method for identifying common educational policies, this research paper aims to comparatively approach three management models in relation to the recruitment and selection processes of the principal, identifying the requirements and competencies for the performance of the position of principal. In the first part, we will address what we have concluded is related to the performance of this position, presenting themes such as: leadership, management, professional training, decentralization of competences in Education, and finally, Comparative Education. In the second part, we will first analyze educational policies in the European Union and then look at the reference documents with recommendations on the educational administration and management model, as well as the legislative framework of each of the countries in question (Portugal, Spain and Norway). The results obtained from this research point to substantial differences between the Southern European countries of Portugal and Spain, countries with dictatorial political ancestors, and Norway's decentralized management model, highlighting two management models: centralized and decentralized. In conclusion, we believe that defining a single profile for the 21st century principal is extremely complex, given the multiple competencies required of them in Europe's current political, social, economic and educational strategy
Highlighting the need for common European education policies to promote the quality and effectiveness of public education, the role of school principals stands out insofar as they are, on the one hand, responsible for reporting to the supervisory body and, on the other, for managing schools based on pedagogical, organizational, administrative and financial leadership. Considering Comparative Education as a privileged research method for identifying common educational policies, this research paper aims to comparatively approach three management models in relation to the recruitment and selection processes of the principal, identifying the requirements and competencies for the performance of the position of principal. In the first part, we will address what we have concluded is related to the performance of this position, presenting themes such as: leadership, management, professional training, decentralization of competences in Education, and finally, Comparative Education. In the second part, we will first analyze educational policies in the European Union and then look at the reference documents with recommendations on the educational administration and management model, as well as the legislative framework of each of the countries in question (Portugal, Spain and Norway). The results obtained from this research point to substantial differences between the Southern European countries of Portugal and Spain, countries with dictatorial political ancestors, and Norway's decentralized management model, highlighting two management models: centralized and decentralized. In conclusion, we believe that defining a single profile for the 21st century principal is extremely complex, given the multiple competencies required of them in Europe's current political, social, economic and educational strategy
Description
Keywords
Liderança Gestão Educação comparada Diretor escolar Requisitos Recrutamento Eadership Management Comparative education School headteacher Requirements Recruitment
Citation
Nunes, Renata Manuela de Sousa Moreira de Barros Rosário e - Formação, competências e seleção do diretor em diferentes modelos de gestão de escolas na Europa [Em linha]: uma abordagem comparativa entre três países. [S.l.]: [s.n.], 2014. 180 p.