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Da sala de aula à sala do diretor: o impacto de diferentes líderes na gestão curricular
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Orientador(es)
Resumo(s)
A presente dissertação procura compreender ― "como é que as diferentes lideranças na gestão do currículo podem impactar a eficácia da conceção e implementação do currículo escolar". Partindo da clarificação dos conceitos de currículo, gestão curricular e liderança escolar, o estudo centra-se no papel dos diversos intervenientes — direção, coordenadores e professores — no processo de decisão e operacionalização curricular, com particular enfoque na liderança distribuída. A investigação adota uma abordagem mista, recorrendo a um inquérito por questionário aplicado aos docentes, a entrevistas semiestruturadas ao diretor, coordenadores de departamento e coordenadora dos diretores de turma, bem como à análise documental do Projeto Educativo do Agrupamento. Os dados quantitativos foram tratados através de análise estatística e os dados qualitativos por análise de conteúdo. Os resultados evidenciam que a gestão curricular é um processo complexo e relacional, no qual coexistem lideranças formais e informais. Os professores assumem um papel central na adaptação do currículo às necessidades dos alunos, exercendo frequentemente liderança pedagógica sem cargos formais, enquanto a direção e os coordenadores desempenham funções estratégicas e de coordenação. Apesar da valorização da colaboração, verifica-se ainda a persistência de práticas verticalizadas e uma participação limitada de alunos e encarregados de educação. Conclui-se que a eficácia da gestão curricular depende da articulação entre os diferentes níveis de liderança, da comunicação interna, da formação contínua e da promoção de práticas colaborativas, sendo a construção de uma cultura profissional baseada na confiança e cooperação fundamental para um currículo mais relevante e inclusivo.
This dissertation seeks to understand ― "how different forms of leadership in curriculum management can impact the effectiveness of designing and implementing the school curriculum". Starting with a clarification of the concepts of curriculum, curriculum management, and school leadership, the study focuses on the role of various stakeholders — school leadership, coordinators, and teachers — in the decision-making and operationalization of the curriculum, with particular emphasis on distributed leadership. The research adopts a mixed-methods approach, using a questionnaire survey administered to teachers, semi-structured interviews with the principal, department coordinators, and the coordinator of class directors, as well as a document analysis of the School Group’s Educational Project. Quantitative data were processed through statistical analysis, and qualitative data through content analysis. The results show that curriculum management is a complex and relational process in which formal and informal leadership coexist. Teachers play a central role in adapting the curriculum to students’ needs, often exercising pedagogical leadership without holding formal positions, while school leadership and coordinators perform strategic and coordination functions. Despite the value placed on collaboration, vertical practices still persist, and the participation of students and parents/guardians remains limited. It is concluded that the effectiveness of curriculum management depends on the articulation between different leadership levels, internal communication, continuous professional development, and the promotion of collaborative practices. Building a professional culture based on trust and cooperation is essential for a more relevant and inclusive curriculum.
This dissertation seeks to understand ― "how different forms of leadership in curriculum management can impact the effectiveness of designing and implementing the school curriculum". Starting with a clarification of the concepts of curriculum, curriculum management, and school leadership, the study focuses on the role of various stakeholders — school leadership, coordinators, and teachers — in the decision-making and operationalization of the curriculum, with particular emphasis on distributed leadership. The research adopts a mixed-methods approach, using a questionnaire survey administered to teachers, semi-structured interviews with the principal, department coordinators, and the coordinator of class directors, as well as a document analysis of the School Group’s Educational Project. Quantitative data were processed through statistical analysis, and qualitative data through content analysis. The results show that curriculum management is a complex and relational process in which formal and informal leadership coexist. Teachers play a central role in adapting the curriculum to students’ needs, often exercising pedagogical leadership without holding formal positions, while school leadership and coordinators perform strategic and coordination functions. Despite the value placed on collaboration, vertical practices still persist, and the participation of students and parents/guardians remains limited. It is concluded that the effectiveness of curriculum management depends on the articulation between different leadership levels, internal communication, continuous professional development, and the promotion of collaborative practices. Building a professional culture based on trust and cooperation is essential for a more relevant and inclusive curriculum.
Descrição
Mestrado em Administração e Gestão Educacional, apresentada à Universidade Aberta
Palavras-chave
Currículo Gestão curricular Liderança Professores Colaboração Curriculum Curriculum management Leadership Teachers Collaboration