As políticas educativas e o estatuto da carreira docente : visão dos professores
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2022
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Este estudo tem como objetivo ajudar a compreender a forma como as Políticas Públicas se
refletem nas Políticas Educativas, e como estas podem provocar profundas transformações no
Sistema de Ensino ao longo de décadas. Verificando que a escola continua excessivamente
burocrática, que o mal-estar docente se mantém, desde a implementação do Dec. Lei 15/2007,
que alterou o Estatuto da Carreira Docente, procurámos analisar de que forma essas medidas
implementadas continuam a afetar, na atualidade, a vida dos professores.
Recorrendo à revisão da literatura fizemos uma breve apresentação da evolução do ensino e
das Políticas Educativas em Portugal, do trabalho desenvolvido pelo professor como gestor
intermédio, da pedagogia diferenciada, da motivação docente relacionando-a com as teorias
da motivação.
Em termos metodológicos, o nosso estudo é de índole quantitativa, permitindo-nos efetuar a
pesquisa empírica com a aplicação do inquérito por questionário, cujo propósito foi avaliar
qual a perceção e a satisfação dos professores do Ensino Básico e Secundário perante a
implementação do supracitado Decreto-Lei. Os resultados obtidos evidenciam uma elevada
insatisfação perante o impacto das Políticas Educativas implementadas através desse Decreto.
Lei e revelam que os fatores extrínsecos fomentam e promovem a insatisfação profissional.
No entanto, analisamos também os fatores intrínsecos por estarem diretamente ligados ao
bem-estar dos professores, já que eles surgem agregados ao encanto pela profissão,
manifestando-se nas percentagens obtidas às respostas relativas à preparação das atividades
letivas, à diferenciação pedagógica, e na estreita relação/colaboração com os alunos.
This study aims to help understand the way Public Policies are reflected in Educational Policies, and how these can bring about radical changes in the Education System over decades. Having observed that the school continues to be excessively bureaucratic and that the teaching malaise remains since the implementation of Decree-Law 15/2007, which changed the Statute of the Teaching Career, we tried to analyze how the measures that were implemented continue to affect at present the lives of teachers. Drawing on the literature review, we give a brief presentation of the evolution of teaching and the Educational Policies in Portugal, of the work developed by teachers as intermediate managers, of differentiated pedagogy, of motivation of teachers and its link to theories of motivation. In methodological terms, our study has a quantitative nature. That allowed us to carry out the empirical research by applying a questionnaire survey whose purpose was to assess the perception and degree of satisfaction of Basic and Secondary Education teachers with the policies implemented by the aforementioned Decree-Law. The results obtained show a high level of dissatisfaction with the impact of the Educational Policies established by that Decree Law and reveal that professional dissatisfaction is fostered and promoted by extrinsic factors. However, the intrinsic factors were also analysed since they are directly linked to the well being of teachers, being associated with the charm of the profession, manifesting themselves in the percentage figures obtained in the responses related to the preparation of teaching activities and to pedagogical differentiation, and in the close relationship/collaboration with the students.
This study aims to help understand the way Public Policies are reflected in Educational Policies, and how these can bring about radical changes in the Education System over decades. Having observed that the school continues to be excessively bureaucratic and that the teaching malaise remains since the implementation of Decree-Law 15/2007, which changed the Statute of the Teaching Career, we tried to analyze how the measures that were implemented continue to affect at present the lives of teachers. Drawing on the literature review, we give a brief presentation of the evolution of teaching and the Educational Policies in Portugal, of the work developed by teachers as intermediate managers, of differentiated pedagogy, of motivation of teachers and its link to theories of motivation. In methodological terms, our study has a quantitative nature. That allowed us to carry out the empirical research by applying a questionnaire survey whose purpose was to assess the perception and degree of satisfaction of Basic and Secondary Education teachers with the policies implemented by the aforementioned Decree-Law. The results obtained show a high level of dissatisfaction with the impact of the Educational Policies established by that Decree Law and reveal that professional dissatisfaction is fostered and promoted by extrinsic factors. However, the intrinsic factors were also analysed since they are directly linked to the well being of teachers, being associated with the charm of the profession, manifesting themselves in the percentage figures obtained in the responses related to the preparation of teaching activities and to pedagogical differentiation, and in the close relationship/collaboration with the students.
Descrição
Orientação: José B. Duarte
Palavras-chave
MESTRADO EM ADMINISTRAÇÃO EDUCACIONAL E REGULAÇÃO DA EDUCAÇÃO, EDUCAÇÃO, PROFESSORES, POLÍTICA EDUCATIVA, ESTATUTO DA CARREIRA DOCENTE, EDUCATION, TEACHERS, EDUCATIONAL POLICY, STATUS OF THE TEACHING PROFESSION