Loading...
Publication
As lideranças intermédias em contextos de mudança : estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.92 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Inserido num paradigma de mudança organizacional das organizações escolares, emerge
o tema da nossa investigação, as lideranças intermédias em contextos de mudança, centrado na
figura dos coordenadores de departamento curricular, aos quais está atribuído um papel de
relevo ao nível pedagógico, curricular, de acompanhamento, orientação e avaliação
profissional.
Com este estudo, realizado numa escola secundária com 3º ciclo do ensino básico do
distrito de Viseu, inserida num território educativo de intervenção prioritária, pretendemos
compreender o papel do coordenador de departamento curricular e identificar as suas práticas
de liderança e os seus processos comunicacionais e de decisão. Para tal, partimos de um
referencial teórico onde procuramos caraterizar a escola e o ensino no contexto atual, abordar
a temática da liderança, estilos e modelos e apresentar o conceito de comunidade de
aprendizagem profissional e o seu desenvolvimento como uma forma de organização das
escolas para a aprendizagem dos professores.
Em termos metodológicos, optámos por um estudo de caso privilegiando uma abordagem
descritiva e analítica, inserida num paradigma predominantemente qualitativo, embora o estudo
envolva dados de natureza qualitativa e quantitativa, cuja complementaridade possibilita uma
compreensão mais aprofundada e fundamentada da temática. Os dados foram recolhidos
mediante a aplicação de um questionário aos professores, a realização de entrevistas ao diretor
da escola, aos coordenadores dos departamentos curriculares, ao responsável pelos serviços de
psicologia e orientação, ao coordenador do projeto TEIP e ao responsável pela monitorização
do projeto TEIP e através de análise documental, nomeadamente, os dossiês de coordenação,
bem como documentos específicos da instituição como sejam o projeto educativo de escola, o
projeto curricular e o regulamento interno.
A partir dos dados apresentados e discutidos nesta investigação, tendo como referencial
o enquadramento teórico, foi possível concluir que os docentes consideram que as ações mais
importantes da responsabilidade dos departamentos incluem a promoção do trabalho
colaborativo e a reflexão sobre o projeto educativo bem como a articulação entre a direção, o
conselho pedagógico e os docentes e, no que diz respeito ao perfil de um coordenador,
privilegiam a capacidade para mediar e gerir conflitos. O reconhecimento da escola como TEIP
implicou a definição clara de metas bem como uma reflexão mais aprofundada sobre os
resultados e os problemas da indisciplina, acarretando maior pressão para atingir as metas estabelecidas. Pelo menos num dos departamentos curriculares é possível evidenciar um
conjunto de aspetos caraterizadores de uma comunidade de aprendizagem profissional, no que
diz respeito ao trabalho desenvolvido, essencialmente com o foco na aprendizagem
profissional.
The theme of our investigation emerges inserted in a paradigm of organizational change of school organizations. The intermediate leaderships in changing contexts, focused in the role of the curricular departments coordinators, to whom an important role in educational, curricular, monitoring, orientation and professional evaluation are assigned. With this study accomplished in a secondary and middle school of the district of Viseu inserted in a territory of priority intervention, we intend to understand the role of the curricular department coordinator and identify his/her practices of leadership and communication and decision processes. For that, we started from a theoretical reference where we characterize the school and the teaching in the current context, approach the theme of leadership, styles and models, present the context of community of professional learning and its development as a way of school organization for the teachers learning. In methodological terms, we have chosen a study case favoring a descriptive and analytical approach, inserted in a paradigm mainly qualitative, although the study includes qualitative and quantitative data which complementarity enables a deep and substantiate understanding of the theme. The data were collected from the answers of a quiz to the teachers, the interview to the school principal, to the coordinators of curricular departments, to the person in charge of the services of psychology and orienteering, to the coordinator of the TEIP project and to the person responsible for monitoring the TEIP project, and through the documentary analyses, namely, the coordination dossiers, as specific documents of the institution such as the school educational project, the curricular project and the rules of procedure. From the data presented and studied in this investigation, having as reference the theoretical framework, was possible to conclude that the teachers consider that the most important actions which the departments are responsible for include promoting of collaborative work and the reflection of the educational project as the articulation between the principal, the pedagogical council and the teachers, and in what concerns the profile of a coordinator, the capacity of managing and mediate conflicts are prevailed. The acknowledgment of the schools TEIP involved the clear definition o goals as well as a deeper reflection about the results and problems of indiscipline, bringing a bigger pressure to achieve the established goals. At least in one of the curricular departments, it is possible to evidence a group of aspects characterizing a community of professional learning, in what concerns the work carried out, mainly focusing the professional learning.
The theme of our investigation emerges inserted in a paradigm of organizational change of school organizations. The intermediate leaderships in changing contexts, focused in the role of the curricular departments coordinators, to whom an important role in educational, curricular, monitoring, orientation and professional evaluation are assigned. With this study accomplished in a secondary and middle school of the district of Viseu inserted in a territory of priority intervention, we intend to understand the role of the curricular department coordinator and identify his/her practices of leadership and communication and decision processes. For that, we started from a theoretical reference where we characterize the school and the teaching in the current context, approach the theme of leadership, styles and models, present the context of community of professional learning and its development as a way of school organization for the teachers learning. In methodological terms, we have chosen a study case favoring a descriptive and analytical approach, inserted in a paradigm mainly qualitative, although the study includes qualitative and quantitative data which complementarity enables a deep and substantiate understanding of the theme. The data were collected from the answers of a quiz to the teachers, the interview to the school principal, to the coordinators of curricular departments, to the person in charge of the services of psychology and orienteering, to the coordinator of the TEIP project and to the person responsible for monitoring the TEIP project, and through the documentary analyses, namely, the coordination dossiers, as specific documents of the institution such as the school educational project, the curricular project and the rules of procedure. From the data presented and studied in this investigation, having as reference the theoretical framework, was possible to conclude that the teachers consider that the most important actions which the departments are responsible for include promoting of collaborative work and the reflection of the educational project as the articulation between the principal, the pedagogical council and the teachers, and in what concerns the profile of a coordinator, the capacity of managing and mediate conflicts are prevailed. The acknowledgment of the schools TEIP involved the clear definition o goals as well as a deeper reflection about the results and problems of indiscipline, bringing a bigger pressure to achieve the established goals. At least in one of the curricular departments, it is possible to evidence a group of aspects characterizing a community of professional learning, in what concerns the work carried out, mainly focusing the professional learning.
Description
Keywords
Comunidades de aprendizagem Departamento curricular Lideranças intermédias Práticas de liderança Inovações educativas Mudança T.E.I.P. (projetos) Community of professional learning Curricular department Educational changing and innovation Intermediate leadership TEIP project
Citation
Ferreira, Isabel Lacerda - As lideranças intermédias em contextos de mudança [Em linha]: estudo de caso. [S.l.]: [s.n.], 2017. 418 p.