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A articulação vertical entre ciclos como uma oportunidade de aprendizagem : dois estudos de caso
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Abstract(s)
Os agrupamentos de escolas desenvolveram-se tendo como base diversos normativos, no sentido de serem dotados de um projeto comum que abrangesse diversos ciclos de escolaridade numa lógica de rentabilização de recursos e diminuição do isolamento de estabelecimentos. Entre outras finalidades pretendia-se que com a formação de agrupamentos verticais emergisse um favorecimento da articulação e da sequencialidade entre os ciclos. A recente reorganização vertical dos agrupamentos em Mega agrupamentos fez sobressair as dificuldades já existentes no terreno em torno da articulação e sequencialidade.
O presente estudo, desenvolvido em dois agrupamentos de escolas da zona centro do país, teve como objetivos: aprofundar conhecimento teórico e prático relacionado com a articulação vertical; compreender processos comunicativos, colaborativos e organizacionais referentes à articulação entre os ciclos; analisar a relação entre a articulação vertical entre os ciclos e a cultura de cada um dos agrupamentos e contribuir para a divulgação de estratégias promotoras da articulação vertical e significativa entre os ciclos. O estudo recorreu a uma abordagem metodológica mista, através da aplicação de questionários aos professores dos dois agrupamentos, da realização de entrevistas aos respetivos diretores e à análise de diversos documentos estruturantes em cada um desses agrupamentos. Os resultados revelam por parte dos professores uma visão adequada do que é a articulação vertical e vários tipos de constrangimentos na realização prática da mesma. Destaca-se uma prática de articulação vertical e de colaboração reduzida entre os professores. A existência de projetos colaborativos é uma realidade, mas nestes não está presente a perspetiva de articulação vertical, em nenhum dos agrupamentos, nem a participação de professores dos diferentes níveis de escolaridade na génese de um desses projetos. Os processos comunicativos ainda são muito formais e centrados em reuniões promovidas pelas direções dos agrupamentos. Num dos agrupamentos parece haver maior preocupação em articular o currículo dos vários ciclos na preparação do ano letivo, mas esse facto não foi suficiente para implementar de modo significativo a articulação vertical entre ciclos.
School groupings have developed based on several standards, in order to build a common project, which englobed several school levels so as to maximize resources and reduce the isolation of some schools. Among other purposes, it was intended that the constitution of vertical groupings would facilitate the articulation and sequencing between school levels. The recent vertical reorganization of school groupings in Mega school groupings highlighted the existing difficulties on the field concerning articulation and sequencing. This study, carried out in two school groupings, in the center of the country, had the following purposes: to deepen the theoretical and practical knowledge related to the vertical articulation between school levels as well as understand its communication, cooperation and organization processes; the culture of each school grouping; contribute to the diffusion of strategies that promote a significative vertical coordination between school levels. This study was based on a mixed method approach: from surveys asked to teachers of the two school groupings; from interview to the corresponding board; thru the analysis of several structural documents from each school grouping. The outcome shows that teachers have an appropriate knowledge of what is the vertical coordination between schools as well as the various constraints on its action. It is worth stressing that the vertical articulation and collaboration between teachers is reduced. The existence of collaborative projects is a fact, but the perspective of vertical articulation is not a reality in any of the school groupings, neither is the participation of teachers from different school levels in the creation of one of those projects. The communicative processes are still very formal and based on meetings promoted by the board of those school groupings. In one of the groupings it seems that there is a bigger concern in articulate the curriculum of the several levels in the preparation of the school year, but that fact wasn’t enough to implement a significant vertical articulation between school levels.
School groupings have developed based on several standards, in order to build a common project, which englobed several school levels so as to maximize resources and reduce the isolation of some schools. Among other purposes, it was intended that the constitution of vertical groupings would facilitate the articulation and sequencing between school levels. The recent vertical reorganization of school groupings in Mega school groupings highlighted the existing difficulties on the field concerning articulation and sequencing. This study, carried out in two school groupings, in the center of the country, had the following purposes: to deepen the theoretical and practical knowledge related to the vertical articulation between school levels as well as understand its communication, cooperation and organization processes; the culture of each school grouping; contribute to the diffusion of strategies that promote a significative vertical coordination between school levels. This study was based on a mixed method approach: from surveys asked to teachers of the two school groupings; from interview to the corresponding board; thru the analysis of several structural documents from each school grouping. The outcome shows that teachers have an appropriate knowledge of what is the vertical coordination between schools as well as the various constraints on its action. It is worth stressing that the vertical articulation and collaboration between teachers is reduced. The existence of collaborative projects is a fact, but the perspective of vertical articulation is not a reality in any of the school groupings, neither is the participation of teachers from different school levels in the creation of one of those projects. The communicative processes are still very formal and based on meetings promoted by the board of those school groupings. In one of the groupings it seems that there is a bigger concern in articulate the curriculum of the several levels in the preparation of the school year, but that fact wasn’t enough to implement a significant vertical articulation between school levels.
Description
Keywords
Articulação vertical Liderança Agrupamento de escolas Ciclos de escolaridade Trabalho colaborativo Professores Inovação Mudança Estudo de casos Região Centro Portugal Vertical articulation Cooperation Leadership Innovation and change
Citation
Carreira, Antónia Maria Louro - A articulação vertical entre ciclos como uma oportunidade de aprendizagem [Em linha]: dois estudos de caso. [S.l.]: [s.n.], 2017. 343 p.