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Lógicas de ação da liderança para a melhoria da aprendizagem : estudo de caso
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| 2.53 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Em Portugal, as recentes tendências das políticas educativas apontam para uma alteração nos modos de regulação da educação, no sentido de uma maior autonomia e mudanças nas estruturas de poder das escolas, que se caracterizam pela criação de um órgão unipessoal de gestão e de liderança, com uma responsabilidade cada vez maior na melhoria dos processos e dos resultados escolares.
A reflexão sobre estas alterações e as suas implicações ao nível da ação do diretor da escola para melhoria da aprendizagem na escola constituiu o eixo norteador deste projeto de investigação. Neste trabalho pretendemos conhecer e identificar as lógicas de ação da liderança de um diretor de agrupamento de escolas para a aprendizagem, na perspetiva do próprio e dos docentes. Para analisar as práticas de liderança do diretor na implementação do plano plurianual de melhoria recorremos ao estudo de caso de um agrupamento de escolas inserido num território educativo de intervenção prioritária. A investigação que empreendemos é um estudo de natureza qualitativa de cariz descritivo e interpretativo, que integra instrumentos de natureza quantitativa na forma de um questionário aplicado aos professores. Ao longo do estudo foi possível constatar que a liderança do diretor para a melhoria da aprendizagem exprimiu várias lógicas de ação e revelou-se contingente às situações na implementação do plano plurianual de melhoria: ora assumindo liderança de fidelidade à normatividade externa e prestação de contas, ora pendor democratizante ao aceitar a tomada de decisão do conselho pedagógico para não se realizar testes padronizados para a monitorização dos resultados escolares, nem valorizar uma supervisão clínica da ação docente, para o desenvolvimento profissional. A balcanização intradepartamental e o isolamento profissional foram apontados como constrangimentos organizacionais para a melhoria da aprendizagem.
In Portugal, the recent trends in educational policies point to a change in the ways of regulating education towards a greater autonomy and changes in the power structures of schools, which are characterized by the creation of a single management and leadership body, with an increasing responsibility for improving school processes and outcomes. The reflection on these changes and their implications on the level of the school principal’s action to improve the learning process in the school was the guiding axis of this research project. In this thesis, we intend to find and identify the logics of leadership action for the learning process of a school cluster’s principal, from his perspective and the teachers. Furthermore, we seek to analyze the leadership practices of the principal regarding the implementation of the multiannual improvement plan, resorting to the case study of a school cluster inserted in an educational territory of priority intervention. The research we undertake is a qualitative study of a descriptive and interpretative nature, which integrates quantitative instruments in the form of a questionnaire applied to teachers. Throughout the study it was possible to verify that the principal’s leadership applied towards the improvement of the learning process expressed several logics of action and was contingent to the situations surrounding the implementation of the multiannual plan of improvement: on one hand, assuming a leadership of fidelity to the external normativity and accountability, or, on the other hand, a democratizing tendency in accepting the decision of the pedagogical council to avoid carrying out standardized tests for the monitoring of the school results, nor to value a clinical supervision of the teaching body’s action concerning the professional development. Intradepartmental balkanization and professional isolation were identified as organizational constraints for the improvement of the learning process.
In Portugal, the recent trends in educational policies point to a change in the ways of regulating education towards a greater autonomy and changes in the power structures of schools, which are characterized by the creation of a single management and leadership body, with an increasing responsibility for improving school processes and outcomes. The reflection on these changes and their implications on the level of the school principal’s action to improve the learning process in the school was the guiding axis of this research project. In this thesis, we intend to find and identify the logics of leadership action for the learning process of a school cluster’s principal, from his perspective and the teachers. Furthermore, we seek to analyze the leadership practices of the principal regarding the implementation of the multiannual improvement plan, resorting to the case study of a school cluster inserted in an educational territory of priority intervention. The research we undertake is a qualitative study of a descriptive and interpretative nature, which integrates quantitative instruments in the form of a questionnaire applied to teachers. Throughout the study it was possible to verify that the principal’s leadership applied towards the improvement of the learning process expressed several logics of action and was contingent to the situations surrounding the implementation of the multiannual plan of improvement: on one hand, assuming a leadership of fidelity to the external normativity and accountability, or, on the other hand, a democratizing tendency in accepting the decision of the pedagogical council to avoid carrying out standardized tests for the monitoring of the school results, nor to value a clinical supervision of the teaching body’s action concerning the professional development. Intradepartmental balkanization and professional isolation were identified as organizational constraints for the improvement of the learning process.
Description
Keywords
Política da educação Escola Regulação Lógicas de ação Práticas de liderança Diretores Agrupamento de escolas Plano plurianual de melhoria Logics of action Educational policies Leadership for the learning process Improvement of the learning process Multiannual improvement plan