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Os coordenadores de departamento curricular: impulsionadores da mudança? estudo em dois agrupamentos de escolas
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Advisor(s)
Abstract(s)
No contexto do estudo que estamos a desenvolver, situamos o conceito de mudança nas dinâmicas internas das escolas em que o trabalho colaborativo e a reflexividade abrem trilhos à constituição de comunidades profissionais de aprendizagem, cujo foco fundamental é a melhoria das aprendizagens dos alunos. Pretendemos, assim, estudar a atuação das lideranças intermédias, particularmente os coordenadores de departamento curricular, no fomento de práticas colaborativas e reflexivas indiciadoras da criação, desenvolvimento e/ou sustentação de comunidades profissionais de aprendizagem.
Convocando para o enquadramento teórico dois conceitos básicos - comunidades profissionais de aprendizagem e lideranças - bem como a nossa experiência profissional, enveredámos por uma metodologia de investigação que tem um design de estudo de caso com abordagem mista, cujas técnicas de recolha de dados são a entrevista individual aos diretores dos dois agrupamentos em estudo, o focus group com os coordenadores de departamento curricular, a análise documental e o questionário aos docentes. Foram selecionados dois agrupamentos de escolas do distrito de Setúbal com uma dimensão e composição semelhantes, mas apresentando populações escolares com caraterísticas sociais, económicas e culturais distintas. Os resultados preliminares que apresentamos parecem permitir-nos inferir sobre a existência de alguns traços compatíveis com o conceito de comunidade profissional de aprendizagem tal como é definida na literatura e compreender modos de atuação das lideranças intermédias nesse processo, nos dois agrupamentos de escolas em estudo.
In the context of the study we are doing, we place the concept of change in the internal dynamics of the schools, in which the collaborative work and the reflexivity open paths to the construction of the professional learning communities, whose main focus is the improvement of the learning of the students. Thus, we want to study the intermediate leadership, particularly the curricular heads of department, in the promotion of collaborative and reflexive work leading to the creation, development and sustainability of professional learning communities. By enclosing two concepts in our theoretical frame - the learning professional communities and the leaderships - as well as our professional experience, we followed an investigation methodology which has a mixed approach, whose data collection technics are the individual interview to the school principles of the two school groupings studied, the focus group with the heads of curricular departments, the documental analyses and the teaches’ questionnaire. Two groups of schools in Setúbal district were selected with a similar size and composition, but with distinct school populations as far as their social economic and cultural characteristics were concerned. The preliminary results we present seem to allow us infer about the existence of some traces compatible to the professional learning communities such as defined in the literature and understand intermediate leadership performance ways in that process, in the two groupings of schools studied.
In the context of the study we are doing, we place the concept of change in the internal dynamics of the schools, in which the collaborative work and the reflexivity open paths to the construction of the professional learning communities, whose main focus is the improvement of the learning of the students. Thus, we want to study the intermediate leadership, particularly the curricular heads of department, in the promotion of collaborative and reflexive work leading to the creation, development and sustainability of professional learning communities. By enclosing two concepts in our theoretical frame - the learning professional communities and the leaderships - as well as our professional experience, we followed an investigation methodology which has a mixed approach, whose data collection technics are the individual interview to the school principles of the two school groupings studied, the focus group with the heads of curricular departments, the documental analyses and the teaches’ questionnaire. Two groups of schools in Setúbal district were selected with a similar size and composition, but with distinct school populations as far as their social economic and cultural characteristics were concerned. The preliminary results we present seem to allow us infer about the existence of some traces compatible to the professional learning communities such as defined in the literature and understand intermediate leadership performance ways in that process, in the two groupings of schools studied.
Description
Keywords
Comunidades profissionais de aprendizagem Coordenadores de departamento curricular Lideranças intermédias Inovação Mudança Professional learning communities Head of curricular department Intermediate leaderships Innovation Change
Citation
Correia, A. R. & Oliveira, I. (2017). Os Coordenadores de Departamento Curricular: Impulsionadores da Mudança? Estudo em dois Agrupamentos de Escolas. In C. A. Gomes, M. Figueiredo, H. Ramalho & J. Rocha (org.), Fronteiras, diálogos e transições na educação. Atas do XIII Congresso Sociedade Portuguesa Ciências da Educação (pp.1297-1307). Viseu: Escola Superior de Educação de Viseu.
Publisher
ESEV-Instituto Politécnico de Viseu