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Referencial para um modelo de escolas felizes: contributos para uma norma de felicidade, bem-estar e responsabilidade social das organizações escolares
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Resumo(s)
Este estudo, alinhado com o modelo de escolas felizes da UNESCO e tendo em conta os desafios atuais da globalização, tem por objetivo identificar as dimensões e critérios de uma norma de gestão de felicidade e responsabilidade social para escolas do ensino básico e secundário. Foram utilizados métodos qualitativos, tendo sido realizados oito focus groups a diretores, docentes, não docentes e encarregados de educação, entrevistas semiestruturadas a especialistas de felicidade, responsabilidade social e educação, e realizado um questionário com itens de resposta aberta a alunos. Foi realizada análise documental de 93 projetos educativos. À semelhança do modelo da UNESCO, os resultados corroboram a relevância das dimensões “pessoas”, “processos” e “espaços” para um modelo de escolas felizes. Propomos a organização da dimensão “processos” em seis novas dimensões, nomeadamente, “processos de gestão”, “processos laborais”, “processos educativos formais”, “processos educativos não formais”, “processos de sustentabilidade ambiental” e “processos de sustentabilidade social”. A análise documental permitiu verificar que apenas 11 escolas utilizam nos seus projetos educativos a palavra felicidade, significando que ainda não existe uma cultura organizacional de felicidade nas escolas. Também não existe uma visão efetiva da importância do projeto de vida como uma das missões da escola, apesar de ter sido referido por participantes dos focus group e das entrevistas semiestruturadas. As poucas escolas que referem a palavra “felicidade” podem assumir a felicidade como um princípio, um valor, ou como uma estratégia de gestão da direção do AE associada à missão da escola. O conceito de responsabilidade social é pouco citado nos projetos educativos. Identificamos apenas 16 escolas que fazem referência à responsabilidade social. A área social é a mais assumida pelas escolas do ensino obrigatório. Foi sugerida a criação de um programa de “Educação para a Felicidade e a Responsabilidade Social”. Sugerimos também a criação de um Gabinete de Gestão da Felicidade e Responsabilidade Social das escolas. Futuras investigações podem identificar conteúdos específicos para um programa de “Educação para a Felicidade e a Responsabilidade Social” e a criação de instrumentos que avaliem a conformidade das dimensões e critérios propostas.
This study, aligned with UNESCO’s Happy Schools framework guid and taking into account the current challenges of globalisation, aims to identify the dimensions and criteria of a happiness and social responsibility management standard for primary and secondary schools. Qualitative methods were used, including eight focus groups with headteachers, teachers, non-teaching staff and parents/guardians; semi-structured interviews with experts in happiness, social responsibility and education; and a questionnaire with open-ended response items administered to students. A documentary analysis of 93 educational projects was also conducted. In line with the UNESCO model, the results corroborate the relevance of the dimensions “people”, “processes” and “spaces” for a happy schools model. We propose organising the “processes” dimension into six new dimensions, namely: “management processes”, “labour processes”, “formal educational processes”, “non-formal educational processes”, “environmental sustainability processes” and “social sustainability processes”. The documentary analysis showed that only 11 schools use the word happiness in their educational projects, indicating that there is still no organisational culture of happiness in schools. There is also no effective vision of the importance of the life project as one of the school’s missions, despite this having been mentioned by participants in the focus groups and semi-structured interviews. The few schools that refer to the word happiness may assume happiness as a principle, a value, or as a management strategy adopted by the school cluster’s leadership and associated with the school’s mission. The concept of social responsibility is seldom mentioned in educational projects. Only 16 schools were identified as making reference to social responsibility. The social area is the most widely assumed by schools within compulsory education. The creation of a programme entitled “Education for Happiness and Social Responsibility” was suggested, as well as the establishment of a School Happiness and Social Responsibility Management Office. Future research may identify specific contents for a programme of “Education for Happiness and Social Responsibility” and develop instruments to assess compliance with the proposed dimensions and criteria.
This study, aligned with UNESCO’s Happy Schools framework guid and taking into account the current challenges of globalisation, aims to identify the dimensions and criteria of a happiness and social responsibility management standard for primary and secondary schools. Qualitative methods were used, including eight focus groups with headteachers, teachers, non-teaching staff and parents/guardians; semi-structured interviews with experts in happiness, social responsibility and education; and a questionnaire with open-ended response items administered to students. A documentary analysis of 93 educational projects was also conducted. In line with the UNESCO model, the results corroborate the relevance of the dimensions “people”, “processes” and “spaces” for a happy schools model. We propose organising the “processes” dimension into six new dimensions, namely: “management processes”, “labour processes”, “formal educational processes”, “non-formal educational processes”, “environmental sustainability processes” and “social sustainability processes”. The documentary analysis showed that only 11 schools use the word happiness in their educational projects, indicating that there is still no organisational culture of happiness in schools. There is also no effective vision of the importance of the life project as one of the school’s missions, despite this having been mentioned by participants in the focus groups and semi-structured interviews. The few schools that refer to the word happiness may assume happiness as a principle, a value, or as a management strategy adopted by the school cluster’s leadership and associated with the school’s mission. The concept of social responsibility is seldom mentioned in educational projects. Only 16 schools were identified as making reference to social responsibility. The social area is the most widely assumed by schools within compulsory education. The creation of a programme entitled “Education for Happiness and Social Responsibility” was suggested, as well as the establishment of a School Happiness and Social Responsibility Management Office. Future research may identify specific contents for a programme of “Education for Happiness and Social Responsibility” and develop instruments to assess compliance with the proposed dimensions and criteria.
Descrição
Tese de Doutoramento em Estudos Globais, apresentada à Universidade Aberta
Palavras-chave
Escola feliz Felicidade Projetos de vida Responsabilidade social Norma Happy school Happiness Life project Social responsibility Standard