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Implementação de projetos de autonomia : entre discursos e práticas da liderança
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Abstract(s)
O tema da liderança educacional e da autonomia das escolas tem vindo a ser alvo de acesas discussões na esfera educativa nacional e europeia. Progressivamente, o Estado português tem vindo a apresentar um conjunto de medidas de carácter legislativo que visam a atribuição da autonomia aos estabelecimentos de ensino público. No entanto, todo este processo é muito lento, quer pela falta de consciencialização política quer pelo desconhecimento dos problemas locais onde se insere a escola.
Neste âmbito, esta investigação foi equacionada para a identificação dos estilos de liderança das diretoras de duas escolas do 1.º ciclo do ensino básico do concelho de Machico, da Região Autónoma da Madeira (RAM), procurando também averiguar se há analogias entre os estilos dessa mesma liderança com a sua própria competência em envolver e aproximar a comunidade escolar na elaboração e implementação de projetos que promovam a autonomia construída e finalmente, verificar se as suas estratégias constituem uma coadjuvante às normas específicas de atuação do poder central e regional.
Como eixo estruturante, foram consideradas as políticas educativas no âmbito da liderança e da autonomia da escola que resultaram das várias reformas que têm vindo a ser implementadas em Portugal.
Do ponto de vista metodológico, a opção foi pelo estudo de caso múltiplo, de natureza qualitativa, tendo sido adotados a entrevista e o questionário como técnicas de recolha de dados, constatando-se algumas limitações na ação transformadora das líderes e dos seus colaboradores na celebração dos projetos de autonomia que subscreveram.
The theme of educational leadership and school autonomy has been the subject of heated discussions in the national and European educational sphere. Progressively, the Portuguese State has submitted a set of legislative measures aimed at granting autonomy to public schools. However, this process is too slow, either due to lack of political awareness or lack of knowledge about local problems where school is included. In this context, this research was undertaken to identify the leadership styles of the directors at two 1st cycle schools (primary education level) in the Machico municipality, in the Autonomous Region of Madeira. Its purpose was also to determine whether there are similarities between the leadership styles with their own capacity to involve and bring the school community in designing and implementing projects that promote the constructed autonomy. Finally, the aim was to check whether their strategies boost the specific standards actions of the central and regional authorities. As a structural axis of this research, we have taken into consideration the educational policies within the leadership and school autonomy that resulted from various reforms that have been implemented in Portugal. From a methodological point of view, the option was the multiple case study of a qualitative nature, having adopted the interview and the questionnaire as data collection techniques, bearing in mind some limitations in the transforming action of the role of leaders and their collaborators in the celebration of autonomy projects they have signed
The theme of educational leadership and school autonomy has been the subject of heated discussions in the national and European educational sphere. Progressively, the Portuguese State has submitted a set of legislative measures aimed at granting autonomy to public schools. However, this process is too slow, either due to lack of political awareness or lack of knowledge about local problems where school is included. In this context, this research was undertaken to identify the leadership styles of the directors at two 1st cycle schools (primary education level) in the Machico municipality, in the Autonomous Region of Madeira. Its purpose was also to determine whether there are similarities between the leadership styles with their own capacity to involve and bring the school community in designing and implementing projects that promote the constructed autonomy. Finally, the aim was to check whether their strategies boost the specific standards actions of the central and regional authorities. As a structural axis of this research, we have taken into consideration the educational policies within the leadership and school autonomy that resulted from various reforms that have been implemented in Portugal. From a methodological point of view, the option was the multiple case study of a qualitative nature, having adopted the interview and the questionnaire as data collection techniques, bearing in mind some limitations in the transforming action of the role of leaders and their collaborators in the celebration of autonomy projects they have signed
Description
Keywords
Liderança Autonomia Escola Educação Diretores Projetos de educação Estudo de casos Madeira Leadership Leadership styles Educational policies and autonomy projects
Citation
Gonçalves, Carla Patrícia Martins - Implementação de projetos de autonomia [Em linha]: entre discursos e práticas da liderança. [S.l.]: [s.n.], 2017. 308 p.