Municipalização da educação em Portugal. A perceção dos atores envolvidos. O caso do concelho de Sesimbra
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2020
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Enquanto fenómeno social, a educação tem como objetivo primordial a transmissão de conhecimentos, sejam eles de caracter cultural ou científico, os quais são condicionados pelo meio envolvente onde se desenvolvem.
Consciente dessa realidade, vários países da Europa e do Mundo, tem vindo ao longo das últimas décadas a alterar as suas políticas educativas, assumindo uma postura descentralizadora, promovendo a intervenção educativa do local.
Em Portugal, embora suportado por um quadro normativo comum a todos os municípios, as respostas dadas pelos municípios têm sido díspares, facto que tem gerado alguma controvérsia.
Esta discrepância nas respostas dadas pelos municípios, e a curiosidade em perceber a perceção que os diversos atores educativos do Concelho de Sesimbra, docentes, autarquia, pais e encarregados de educação, no que à transferência de competências, ao nível da educação, do Poder Central para o Poder Local, possuem, serviu como questão de partida para a realização do presente estudo.
Optamos pela metodologia do estudo de caso que inscrevemos num paradigma de investigação qualitativa, recorrendo à análise documental e realização de entrevistas.
Os resultados obtidos evidenciam uma convergência de opinião dos atores envolvidos, considerando a municipalização da educação, suportada pela proximidade, como uma mais-valia para o desenvolvimento do local e do sistema educativo em geral.
A politização da educação, a possível transferência da gerência do pessoal docente e o aspeto financeiro são os aspetos apontados como negativos.
As a social phenomenon, education has as its primary objective, the acquiring of knowledge, whether of a cultural or of a scientific nature, which can be conditioned by the environment where they take place. Aware of this reality, several countries in Europe and in the world have been over the last decades, changing their educational policies, assuming a decentralizing role, promoting the educational intervention of the area where it takes place. In Portugal, although supported by a regulatory framework common to all municipalities, the responses given by the local authorities have been diverse, a fact that generated some controversy. This discrepancy in the answers given by the municipalities, and the curiosity in understanding the perception that the various educational participants in the locality of Sesimbra, such as teachers, autarchy, parents and guardians, regarding the transfer of capacities, in terms of education, from the Central to the Local Power, have been used as a starting point for the accomplishment of this study. We opted for the methodology in case study that we registered in a qualitative research paradigm, using document analysis and interviews. The results obtained show a convergence of opinion among the participants involved, considering the several governing bodies of education, supported by their proximity, as an asset for the development of the area and the educational system in general. The politicization of education, the possible transfer of the teaching personnel management and the financial aspect, are areas identified as negative.
As a social phenomenon, education has as its primary objective, the acquiring of knowledge, whether of a cultural or of a scientific nature, which can be conditioned by the environment where they take place. Aware of this reality, several countries in Europe and in the world have been over the last decades, changing their educational policies, assuming a decentralizing role, promoting the educational intervention of the area where it takes place. In Portugal, although supported by a regulatory framework common to all municipalities, the responses given by the local authorities have been diverse, a fact that generated some controversy. This discrepancy in the answers given by the municipalities, and the curiosity in understanding the perception that the various educational participants in the locality of Sesimbra, such as teachers, autarchy, parents and guardians, regarding the transfer of capacities, in terms of education, from the Central to the Local Power, have been used as a starting point for the accomplishment of this study. We opted for the methodology in case study that we registered in a qualitative research paradigm, using document analysis and interviews. The results obtained show a convergence of opinion among the participants involved, considering the several governing bodies of education, supported by their proximity, as an asset for the development of the area and the educational system in general. The politicization of education, the possible transfer of the teaching personnel management and the financial aspect, are areas identified as negative.
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Orientação: Ana Paula Silva
Palavras-chave
MESTRADO EM ADMINISTRAÇÃO EDUCACIONAL E REGULAÇÃO DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, POLÍTICA EDUCATIVA, EDUCATIONAL POLICY, DESCENTRALIZAÇÃO, DECENTRALISATION, PODER LOCAL, LOCAL AUTHORITY, MUNICÍPIOS, MUNICIPALITIES, PORTUGAL, PORTUGAL