O impacto do contrato de autonomia através das percepções dos actores educativos : o caso da Escola-Piloto ES/3 João G. Zarco
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2012
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Este trabalho pretende identificar as alterações introduzidas pela atribuição de competências resultantes da celebração do Contrato de Autonomia numa escola secundária com 3ºciclo e reflectir sobre o reforço da autonomia e da capacidade de intervenção dos órgãos de direcção para melhorar a eficácia da execução das medidas de política educativa e da prestação do serviço público de educação. Para isso realizamos entrevistas para conhecer as percepções e as atitudes de alguns intervenientes directos, nomeadamente dos elementos da comissão de acompanhamento local, director da escola e alguns docentes envolvidos nos diferentes órgãos de gestão.
A atribuição de autonomia à escola visa dotá-la de uma capacidade de decisão e organização interna de forma a ser capaz de responder em tempo útil aos desafios que a comunidade local coloca. Não parece que tenha sido isso que aconteceu, pelo menos na perspectiva dos entrevistados. Para que um contrato de autonomia produza os seus verdadeiros efeitos, ele não pode ser imposto. Sendo certo que cada escola tem as suas particularidades, pode-se todavia estabelecer um conjunto de condições consideradas essenciais entre as quais: projecto educativo eficaz e eficiente, internalizado pela comunidade escolar, um corpo docente estável, lideranças assertivas e partilhadas.
This work aims to identify the changes introduced resulting from the agreement established in the Contract Autonomy in a secondary school and reflect on the strengthening of autonomy and capacity of intervention of the leading members of the school to improve the effectiveness of the implementation of educational policy measures and the provision of public education service. For this purpose we conducted interviews to better understand the perceptions and attitudes of some direct intervenients, including elements of the local monitoring committee, the school principal and some teachers involved in different management bodies. The attribution of autonomy to the school aims to provide it with a capacity of decision and internal organization so that it can be able to respond within useful time to the challenges launched by the local community. It doesn’t seem this has actually happened, at least according to the respondents’ perspective. For a contract of autonomy to produce its real effects, it cannot be imposed. Being sure that every school has its own peculiarities, however, can establish a set of conditions considered essential, including: educational project effectively and efficiently, internalized by the school community, a stable school staff, and an assertive and shared leadership.
This work aims to identify the changes introduced resulting from the agreement established in the Contract Autonomy in a secondary school and reflect on the strengthening of autonomy and capacity of intervention of the leading members of the school to improve the effectiveness of the implementation of educational policy measures and the provision of public education service. For this purpose we conducted interviews to better understand the perceptions and attitudes of some direct intervenients, including elements of the local monitoring committee, the school principal and some teachers involved in different management bodies. The attribution of autonomy to the school aims to provide it with a capacity of decision and internal organization so that it can be able to respond within useful time to the challenges launched by the local community. It doesn’t seem this has actually happened, at least according to the respondents’ perspective. For a contract of autonomy to produce its real effects, it cannot be imposed. Being sure that every school has its own peculiarities, however, can establish a set of conditions considered essential, including: educational project effectively and efficiently, internalized by the school community, a stable school staff, and an assertive and shared leadership.
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Orientação: Paulo Delgado
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EDUCAÇÃO, ESTUDOS DE CASO, AUTONOMIA EDUCACIONAL, EDUCATION, CASE STUDIES, EDUCATIONAL AUTONOMY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO