A liderança de sistemas nas escolas públicas portuguesas : do caso único à avaliação externa da IGEC
Miniatura indisponível
Data
2024
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O sistema educativo português é constituído, predominantemente, por agrupamentos de escolas (AE) que são organizações complexas, onde o sucesso escolar resulta do envolvimento de todos, característico de uma liderança de sistemas (LS), focada na totalidade, nas redes, na conexão e na reunificação das partes (Morin). No âmbito da liderança escolar e, em particular, da LS, definimos a questão de partida do nosso trabalho de investigação: Qual a expressão da LS nas escolas públicas em Portugal? E as subquestões: Como um AE promove a LS e qual(ais) a(s) resultantes? De que forma a IGEC integra a LS no seu processo de avaliação externa de escolas (AEE)? Como a IGEC avalia o estado de desenvolvimento da LS nas escolas públicas em Portugal? Para responder a estas questões, realizaram-se dois estudos empíricos. O primeiro, um estudo de caso único partiu de uma história de vida profissional e evidenciou o trabalho da diretora/equipa diretiva como uma LS. Esta, ao longo de um mandato, alcançara uma melhoria de 9,4%-10%, no sucesso escolar (interno-externo), uma redução da indisciplina de 11,7% e um decréscimo do abandono escolar para 0,04%. O segundo, um estudo de análise documental de relatórios da AEE, procurou encontrar, no processo de AEE, uma correspondência com a LS, tendo-se verificado que a IGEC já contempla os indicadores da LS em todos os seus domínios/categorias/subcategorias no seu modelo de AEE. Contudo, a IGEC só consegue avaliar de forma parcial a LS. A AEE já obtém uma prestação de contas dos AE, mas não uma prestação de contas coletiva. A IGEC consegue avaliar os AE de forma sistemática, mas falta-lhe realizar uma abordagem sistémica. Podemos afirmar que a avaliação que a IGEC faz da LS nos AE é positiva, mas parcial. Palavras-chave: Liderança Escolar; Sucesso Educativo; Liderança de Sistemas; Avaliação Externa de Escolas; Paradigma da Complexidade.
The Portuguese educational system is predominantly made up of school groups (AE) which are complex organizations, where academic success results from everyone's involvement, characteristic of systems leadership (LS), focused on the totality, on networks, on connection and in the reunification of the parties (Morin). Within the scope of school leadership, particularly, LS, we defined the starting question of our research work: What is the expression of LS in public schools in Portugal? And the sub-questions: How does an AE promote LS and what are the results? How does IGEC integrate LS into its external school evaluation (AEE) process? How does IGEC assess the state of development of LS in public schools in Portugal? To answer these questions, two empirical studies were carried out. The first, a single case study based on a professional life story, highlighted the work of the director/management team as a LS. This, over the course of one term, achieved an improvement of 9.4%-10% in academic success (internal-external), a reduction in indiscipline of 11.7% and a decrease in school dropout rates to 0.04%. The second, a documentary analysis study of AEE reports, sought to find, in the AEE process, correspondence with the LS, having verified that the IGEC already includes the LS indicators in all its domains/categories/subcategories in its your AEE model. However, IGEC can only partially evaluate LS. The AEE already obtains an accountability from the AE, but not a collective accountability. IGEC can evaluate AEs systematically, but it lacks a systemic approach. Finally, we can state that IGEC's assessment of LS in AE is positive, but still partial. Keywords: School Leadership; Educational Success; Systems Leadership; External Assessment of Schools; Complexity Paradigm
The Portuguese educational system is predominantly made up of school groups (AE) which are complex organizations, where academic success results from everyone's involvement, characteristic of systems leadership (LS), focused on the totality, on networks, on connection and in the reunification of the parties (Morin). Within the scope of school leadership, particularly, LS, we defined the starting question of our research work: What is the expression of LS in public schools in Portugal? And the sub-questions: How does an AE promote LS and what are the results? How does IGEC integrate LS into its external school evaluation (AEE) process? How does IGEC assess the state of development of LS in public schools in Portugal? To answer these questions, two empirical studies were carried out. The first, a single case study based on a professional life story, highlighted the work of the director/management team as a LS. This, over the course of one term, achieved an improvement of 9.4%-10% in academic success (internal-external), a reduction in indiscipline of 11.7% and a decrease in school dropout rates to 0.04%. The second, a documentary analysis study of AEE reports, sought to find, in the AEE process, correspondence with the LS, having verified that the IGEC already includes the LS indicators in all its domains/categories/subcategories in its your AEE model. However, IGEC can only partially evaluate LS. The AEE already obtains an accountability from the AE, but not a collective accountability. IGEC can evaluate AEs systematically, but it lacks a systemic approach. Finally, we can state that IGEC's assessment of LS in AE is positive, but still partial. Keywords: School Leadership; Educational Success; Systems Leadership; External Assessment of Schools; Complexity Paradigm
Descrição
Palavras-chave
EDUCATION, PORTUGUESE EDUCATIONAL SYSTEM, EDUCATIONAL ASSESSMENT, SCHOOL SUCCESS, EDUCATION PROFESSIONALS, DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, SISTEMA EDUCATIVO PORTUGUÊS, AVALIAÇÃO DA EDUCAÇÃO, SUCESSO ESCOLAR, PROFISSIONAIS DE EDUCAÇÃO, Doutoramento em Educação