Repensar as lideranças escolares em questões de aprendizagem e equidade
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Data
2015
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Editora
University of Lusophone Humanities and Technology
Resumo
Este texto centra-se na problemática das lideranças em contextos escolares de autonomia, numa conjuntura de inconsistências estruturais, processuais, ideológicas e praxeológicas que são vividas e sentidas na governação das escolas portuguesas. Consideramos que as práticas de liderança se desenvolvem em processos humanos complexos, sociais e afetivos onde a comunicação toma lugar de destaque nas questões da aprendizagem e da equidade. Neste sentido, assumimos como necessária a (re)conceitualizaçãoda organização educativa enquanto Escola-cidade (Correia, 2008) e enquanto espaço de desenvolvimento de uma agência humana capaz (Ferreira, 2012a) de refletir as lideranças escolares em novas formas de comunicação, criatividade e decisão na escola autónoma. Apoiando-nos então, no paradigma da interpelação defendido por Correia (1998), entendemos a importância da relação e da comunicação, do diálogo, da participação coletiva na construção duma escola autónoma e(a)fetivamente democrática e de qualidade. Conscientes dos desafios que se colocam às escolas autónomas e aos seus/suas diretores/as em defesa de uma escola pública para a equidade e a aprendizagem trazemos à discussão neste artigo intertextualidades e a reconstrução das lideranças escolares.
This text focuses on the issue of leaderships in school contexts of autonomy, in an environment of structural, procedural, ideological and praxeological inconsistencies that are lived and felt in the governance of Portuguese schools. We consider that leadership practices develop within complex, social and affective human procedures, in which communication plays a leading role on the learning and equity issues. Thus, we assume the need of the (re)conceptualization of the educational organization as School-city (Correia, 2008), and as a place of development of a human agency (Ferreira, 2012a) capable of reflecting school leaderships in new forms of communication, creativity and decision-making in the autonomous school. Bearing in mind, hence, the paradigm of interpellation advocated by Correia (1998), we acknowledge the importance of the relationship and communication, dialogue and collective participation in the construction of an autonomous school that is actually and affectively democratic and that conveys quality. Being aware of the challenges that schools and their directors face in the defense of a public school for equity and learning, this article discusses intertextualities and the reconstruction of school leaderships.
This text focuses on the issue of leaderships in school contexts of autonomy, in an environment of structural, procedural, ideological and praxeological inconsistencies that are lived and felt in the governance of Portuguese schools. We consider that leadership practices develop within complex, social and affective human procedures, in which communication plays a leading role on the learning and equity issues. Thus, we assume the need of the (re)conceptualization of the educational organization as School-city (Correia, 2008), and as a place of development of a human agency (Ferreira, 2012a) capable of reflecting school leaderships in new forms of communication, creativity and decision-making in the autonomous school. Bearing in mind, hence, the paradigm of interpellation advocated by Correia (1998), we acknowledge the importance of the relationship and communication, dialogue and collective participation in the construction of an autonomous school that is actually and affectively democratic and that conveys quality. Being aware of the challenges that schools and their directors face in the defense of a public school for equity and learning, this article discusses intertextualities and the reconstruction of school leaderships.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, LIDERANÇA, EQUIDADE, APRENDIZAGEM, AUTONOMIA EDUCACIONAL, POLÍTICA EDUCATIVA, ESCOLAS PÚBLICAS, EDUCATION, LEADERSHIP, EQUITY, LEARNING, EDUCATIONAL AUTONOMY, EDUCATIONAL POLICY, STATE SCHOOLS
Citação
Ferreira, E, Lopes, A & Correia, J A 2015, 'Repensar as lideranças escolares em questões de aprendizagem e equidade', Revista Lusófona de Educação.