O diretor de turma como mediador no cenário escolar
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2013
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São bem conhecidas as dificuldades atualmente existentes na gestão e funcionamento das escolas básicas e secundárias no cumprimento do serviço público. Essas dificuldades têm várias causas, mas prendem-se sobretudo com a evolução vertiginosa da heterogeneidade, da diversidade e da diferenciação do seu público-alvo. A necessidade de resposta capaz e atempada às expetativas de todos os intervenientes, marca a actuação dos professores e dos responsáveis escolares. Num tal contexto, revestem-se de particular importância as lideranças escolares (de topo e distribuídas), a supervisão e coordenação pedagógica intermédias e as características específicas que estas assumem em cada escola, nomeadamente ao nível da direção de turma. Nesta perspetiva, através de uma investigação empírica de natureza mista (estudo de caso, com uma metodologia simultaneamente qualitativa e quantitativa), conduzida em duas unidades organizacionais escolares distintas, com práticas daquela função também distintas, procurámos analisar a ação do diretor de turma por forma a reconstituirmos as caraterísticas do seu papel no cenário escolar (ou seja, o seu perfil funcional), mas também a identificarmos as suas lacunas e necessidades, quer no âmbito da formação, quer do ponto de vista da sua inserção organizacional (poder e estatuto) Nesta abordagem, construímos o nosso referencial teórico em torno da problemática da escola como organização e da função da direção de turma no contexto da administração e gestão escolar. Concluímos que o diretor de turma cada vez mais precisa de ser um mediador altamente qualificado entre o conjunto de atores da comunidade escolar e educativa. No entanto, embora lhe seja exigido um acrescido número de tarefas, na realidade, por razões diversas e que analisámos, vamos encontrar aquele papel reduzido a uma função quase estritamente administrativa e burocrática, minimizadora das restantes dimensões pedagógicas associadas, que importa alterar. Concluímos também que as inovações que estes gostariam de ver introduzidas dependem da resolução dos principais constrangimentos ao bom exercício das suas funções:falta de formação específica para o desempenho do cargo e reduzido número de horas para exercer a função, entre outros.
Finalmente, concluímos sobre a necessidade de cada escola traçar intencionalmente um perfil de diretor de turma, de modo a que este consiga dar resposta ao que cada turma exige. Dentro deste perfil, sublinhámos a importância das características desta liderança intermédia serem adequadas o mais possível ao perfil de mediador. Os dados obtidos sugerem que o diretor de turma representa um papel essencial e único como mediador entre professores, alunos e pais de qualquer comunidade educativa.
The current difficulties in the management and general functioning of primary and secondary schools are well known in the fulfillment of the public service. Those difficulties have various causes, but they mainly stem from the vertiginous evolution of heterogeneity, diversity and differentiation of their target audience. The need for a capable and prompt response to the expectations of all intervenients, marks the performance of teachers and school leaders. In such a context, school leaders (from the top and distributed), intermediate supervision and pedagogical coordination have a particular importance as well as the specific characteristics that are assumed in each school, namely when it comes to headmastering a class. In this perspective, through an empirical mixed natured research (case study, using a simultaneously qualitative and quantitative methodology), conducted in two distinct school organizational units, with distinct functions , we have tried to analyze the conduct of the head teacher in order to reorganize the characteristics of their role in the school setting (i.e. the working profile), but also to identify his/her gaps and needs, not only on what concerns specific training sessions, but also from the point of view of the organizational insert (power and status). In this approach, we have built up our theoretical framework around the problem of school as an organization and the function of headteaching in the context of aministration and school management. We have concluded that the headteacher increasingly needs to be a highly skilled mediator between the actors of the school community and educational institution. However, and although they have been demanded to do an increased number of tasks, in fact, for the various reasons analysed here, we will learn that their function is basically reduced to strictly administrative and bureaucratic functions, minimizing the remaining and correlative educational dimensions, which needs to be altered. We have also concluded that the alterations which they would like to see introduced, depend on the resolution of the main constraints linked to the proper performance of their duties:lack of specific training for this job/task performance and reduced number of hours to perform it, among others. Finally, we have concluded on the need of each school to intentionally trace a headteacher’s profile, so as to give the proper response to what each class requires. Within this profile, we have emphasized that the features related to this intermediate leadership must be as suitable as possible to the mediator’s profile. The data obtained suggest that the headteacher represents an essential and unique role as a mediator between teachers, students and parents of any educational community.
The current difficulties in the management and general functioning of primary and secondary schools are well known in the fulfillment of the public service. Those difficulties have various causes, but they mainly stem from the vertiginous evolution of heterogeneity, diversity and differentiation of their target audience. The need for a capable and prompt response to the expectations of all intervenients, marks the performance of teachers and school leaders. In such a context, school leaders (from the top and distributed), intermediate supervision and pedagogical coordination have a particular importance as well as the specific characteristics that are assumed in each school, namely when it comes to headmastering a class. In this perspective, through an empirical mixed natured research (case study, using a simultaneously qualitative and quantitative methodology), conducted in two distinct school organizational units, with distinct functions , we have tried to analyze the conduct of the head teacher in order to reorganize the characteristics of their role in the school setting (i.e. the working profile), but also to identify his/her gaps and needs, not only on what concerns specific training sessions, but also from the point of view of the organizational insert (power and status). In this approach, we have built up our theoretical framework around the problem of school as an organization and the function of headteaching in the context of aministration and school management. We have concluded that the headteacher increasingly needs to be a highly skilled mediator between the actors of the school community and educational institution. However, and although they have been demanded to do an increased number of tasks, in fact, for the various reasons analysed here, we will learn that their function is basically reduced to strictly administrative and bureaucratic functions, minimizing the remaining and correlative educational dimensions, which needs to be altered. We have also concluded that the alterations which they would like to see introduced, depend on the resolution of the main constraints linked to the proper performance of their duties:lack of specific training for this job/task performance and reduced number of hours to perform it, among others. Finally, we have concluded on the need of each school to intentionally trace a headteacher’s profile, so as to give the proper response to what each class requires. Within this profile, we have emphasized that the features related to this intermediate leadership must be as suitable as possible to the mediator’s profile. The data obtained suggest that the headteacher represents an essential and unique role as a mediator between teachers, students and parents of any educational community.
Descrição
Orientação: Jorge Ilídio Faria Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MEDIAÇÃO, DIRETORES DE TURMA, COMPETÊNCIAS, ORGANIZAÇÃO ESCOLAR, ESCOLAS, MEIO ESCOLAR, EDUCATION, MEDIATION, SCHOOLS, FORM TEACHERS, SKILLS, SCHOOL ORGANIZATION, SCHOOL ENVIRONMENT