Racionalidades e representações na eleição do diretor da escola pública portuguesa
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Data
2015
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Edições Universitárias Lusófonas
Resumo
A partir de 2008, o modelo de gestão e de administração da escola pública portuguesa sofreu profundas alterações. Abandonando a colegialidade tradicional e práticas de democracia direta na eleição dos seus órgãos diretivos,
conquistadas após a Revolução de abril de 1974, implementou-se um órgão unipessoal, o diretor, eleito por um conselho geral, um órgão colegial, configurando um paradigma substancialmente diferente, concretizado na abertura da escola a forças exteriores anteriormente alheadas das esferas decisórias e
a um afastamento acentuado dos atores tradicionalmente mais directamente
implicados nas dinâmicas escolares.
Com base numa investigação de natureza qualitativa, a partir de um estudo de caso, e fazendo uso de entrevistas procuramos determinar as racionalidades
dos diferentes atores educativos, e conhecer se a política partidária tem impacto significativo no status quo, pelos sentimentos que gera relativamente
aos princípios de legitimidade e democraticidade que envolve o processo de eleição.
From 2008, the model of management and administration of the Portuguese public school suffered profound changes. Leaving behind the traditional collegiality and direct democracy practices in the election of its governing bodies, gained after the April revolution in 1974, the figure of a one-man body, the Director, elected by a General Board, a Collegiate Body, has been implemented, configuring a substantially different paradigm, materialized on the opening of the school to external forces previously apart from the decisionmaking spheres and of a sharp withdrawal of the traditional key actors directly involved in the school dynamics. On the basis of a qualitative analysis, from a study-case, and using interviews, we seek to determine the representations and rationalities of the different educational actors and to discover if party politics has a significant impact on the status quo, by the feelings it generates regarding the principles of legitimacy and the democracy that involves the election process.
A partir de 2008, le modèle de gestion et d’administration de l’école publique portugaise a subi de profonds changements. Abandonnant la collégialité traditionnelle et des pratiques de démocratie directe à l’élection des organes directifs, conquises après la Révolution d’ avril 1974, on a implanté un organe unipersonnel, le directeur, élu par un conseil général, un organe collégial, configurant un paradigme substantiellement différent, concrétisé par l’ouverture de l’école à des forces extérieures antérieurement étranges aux sphères décisoires et à un écartement accentué des acteurs traditionnellement plus impliqués aux dynamiques scolaires. Appuyé sur une investigation de nature qualitative, à partir d’une étude de cas, et par des interviews, on prétend déterminer les représentations el les rationalités des différents acteurs éducatifs, et connaître si la politique partagée a un impact significatif sur le statu quo, par les sentiments qui sont gérés en ce qui concerne les principes de légitimité et de démocratie que le processus électoral implique.
From 2008, the model of management and administration of the Portuguese public school suffered profound changes. Leaving behind the traditional collegiality and direct democracy practices in the election of its governing bodies, gained after the April revolution in 1974, the figure of a one-man body, the Director, elected by a General Board, a Collegiate Body, has been implemented, configuring a substantially different paradigm, materialized on the opening of the school to external forces previously apart from the decisionmaking spheres and of a sharp withdrawal of the traditional key actors directly involved in the school dynamics. On the basis of a qualitative analysis, from a study-case, and using interviews, we seek to determine the representations and rationalities of the different educational actors and to discover if party politics has a significant impact on the status quo, by the feelings it generates regarding the principles of legitimacy and the democracy that involves the election process.
A partir de 2008, le modèle de gestion et d’administration de l’école publique portugaise a subi de profonds changements. Abandonnant la collégialité traditionnelle et des pratiques de démocratie directe à l’élection des organes directifs, conquises après la Révolution d’ avril 1974, on a implanté un organe unipersonnel, le directeur, élu par un conseil général, un organe collégial, configurant un paradigme substantiellement différent, concrétisé par l’ouverture de l’école à des forces extérieures antérieurement étranges aux sphères décisoires et à un écartement accentué des acteurs traditionnellement plus impliqués aux dynamiques scolaires. Appuyé sur une investigation de nature qualitative, à partir d’une étude de cas, et par des interviews, on prétend déterminer les représentations el les rationalités des différents acteurs éducatifs, et connaître si la politique partagée a un impact significatif sur le statu quo, par les sentiments qui sont gérés en ce qui concerne les principes de légitimité et de démocratie que le processus électoral implique.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, POLÍTICA, POLITICS, ELEIÇÕES, ELECTIONS, INVESTIGAÇÃO QUALITATIVA, QUALITATIVE RESEARCH, DEMOCRACIA, DEMOCRACY, ESCOLAS PÚBLICAS, STATE SCHOOLS, PARTIDOS POLÍTICOS, POLITICAL PARTIES, ESTUDOS DE CASO, CASE STUDIES