A autarquia na expansão e desenvolvimento da rede pública da educação préescolar em Portugal
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Data
2013
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Editora
Edições Universitárias Lusófonas
Resumo
O presente artigo emerge de um estudo mais amplo que corresponde a um trabalho de investigação realizado no âmbito de uma tese de doutoramento cujo título é A autarquia na expansão e desenvolvimento da rede pública da educação pré-escolar: percursos e dinâmicas num contexto para a diversidade. O objetivo principal da investigação foi identificar esses mesmos percursos e dinâmicas face à diversidade de contextos e às possibilidades locais e a sua finalidade foi a obtenção de informação sobre o modo como a autarquia foi desenvolvendo a sua intervenção numa correspondência com as competências que têm sido atribuídas nesse domínio. Quanto à sua natureza é de cariz essencialmente qualitativo, no âmbito da estratégia de um estudo de caso. Como técnicas de recolha de dados foram utilizadas observações, entrevistas e na pesquisa documental de materiais escritos produzidos, quer a nível oficial, quer a nível da autarquia. Concluiu-se que a autarquia foi adquirindo um aumento gradual dos seus poderes locais no que concerne à expansão e ao desenvolvimento da rede pública da educação pré-escolar. A identificação de dinâmicas participativas, assumidas numa prática continuada e construtiva, apresentam características para a diversidade quanto à natureza, objetivos, empenhamento, poder e intervenção dos diversos atores envolvidos.
This article emerges from a larger study that corresponds to a research paper as thesis, titled The autarky in the expansion and development of the public preschool education: routes and dynamics in a context for diversity. The study dealt with the issue of roads and dynamics from autarky to the necessity of universalize public preschool education, in a context of diversity. The approach to preschool education is faced with a new reality in the Portuguese education system, which has suffered in the last three decades, periods of oscillations and controversies regarding the role of autarchies in their expansion and development. Policy decisions in this area are not always considered as priority the expansion of preschool education as well be in different positions on education or prospects and interests of other social groups. The main objective of the research was to identify those routes and dynamic, given the diversity of contexts and the local possibilities. Also, our focus was on obtaining information on autarky was developing his speech as the powers were conferred in that domain. The research design is a case study of descriptive and interpretive, qualitative methodology following. As data collection technique were used observation, interviews and documentary analysis of materials produced in the framework of the local administration. Among the conclusions, we highlighted that autarky was acquiring a gradual increase local powers with regard to the expansion and development of the public preschool education. Identification of participatory development, developed in a continuous practice and constructive features to represent diversity in relation to the nature, objectives and interventions of the various actors involved. Regarding human resources as a contribution to the functionality of the educational facilities in the public preschool, these are one of the major areas of intervention of the local administration. Another conclusion of our study is in relation to the role less centralized, regulatory and compensatory Portuguese State, in relation to preschool education and skills of the autarchies added.
This article emerges from a larger study that corresponds to a research paper as thesis, titled The autarky in the expansion and development of the public preschool education: routes and dynamics in a context for diversity. The study dealt with the issue of roads and dynamics from autarky to the necessity of universalize public preschool education, in a context of diversity. The approach to preschool education is faced with a new reality in the Portuguese education system, which has suffered in the last three decades, periods of oscillations and controversies regarding the role of autarchies in their expansion and development. Policy decisions in this area are not always considered as priority the expansion of preschool education as well be in different positions on education or prospects and interests of other social groups. The main objective of the research was to identify those routes and dynamic, given the diversity of contexts and the local possibilities. Also, our focus was on obtaining information on autarky was developing his speech as the powers were conferred in that domain. The research design is a case study of descriptive and interpretive, qualitative methodology following. As data collection technique were used observation, interviews and documentary analysis of materials produced in the framework of the local administration. Among the conclusions, we highlighted that autarky was acquiring a gradual increase local powers with regard to the expansion and development of the public preschool education. Identification of participatory development, developed in a continuous practice and constructive features to represent diversity in relation to the nature, objectives and interventions of the various actors involved. Regarding human resources as a contribution to the functionality of the educational facilities in the public preschool, these are one of the major areas of intervention of the local administration. Another conclusion of our study is in relation to the role less centralized, regulatory and compensatory Portuguese State, in relation to preschool education and skills of the autarchies added.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO PRÉ-ESCOLAR, REDES REGIONAIS, EDUCATION, EARLY YEARS EDUCATION, REGIONAL NETWORKS, SDG 8 - Decent Work and Economic Growth
Citação
Fernández Batanero , J M & Silva , A M S A D 2013 , ' A autarquia na expansão e desenvolvimento da rede pública da educação préescolar em Portugal ' , Revista Lusófona de Educação .