Leito de procusto, uma herança em remissão? A organização do trabalho educativo para uma nova escola
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2021
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Perante um processo de globalização instalado, de massificação do ensino e alargamento da escolaridade obrigatória, numa sociedade «líquida» e volátil, que sofre alterações demográficas, económicas, políticas, culturais e tecnológicas a uma velocidade nunca antes vista, a escola, ao invés de antecipar essas mudanças, foi lidando com as diversas metamorfoses defensivamente, insistindo em manter a mesma gramática escolar que segue uma pedagogia transmissiva, coletiva e uniforme, mostrando-se incapaz de responder positivamente a esta transformação contínua do seu público. Torna-se, assim, imperativo antecipar essas mudanças, adaptar-se a contextos sociais em transformação e impor soluções diversificadas que, garantindo a qualidade educativa para todos, respondam à heterogeneidade existente, assim como aos desafios que a sociedade futura nos impõe.
A presente dissertação pretende, no contexto da Escola de Comércio de Lisboa, onde a autora trabalha há mais de 20 anos, debruçar-se sobre as mudanças efetuadas no modelo escolar através do desenvolvimento do projeto de inovação educativa «SER», investigando sobre a congruência entre o modelo idealizado pela escola - que advoga pedagogias ativas e diferenciadoras para o desenvolvimento integral do aluno, com vista ao seu sucesso pessoal e profissional - e as perceções dos atores fundamentais, professores, alunos e seus encarregados de educação. Seguindo sempre uma estratégia de análise qualitativa, pretendeu-se, igualmente, analisar comparativamente os resultados entre alunos abrangidos e não abrangidos pelo Projeto SER, na tentativa de que todos os dados recolhidos nos ajudassem a refletir sobre o trabalho desenvolvido e encontrar possibilidades para uma maior compreensão do problema investigado e, numa lógica de participação e responsabilização, a melhoria da própria instituição de ensino, onde nos encontramos, não só no papel de investigadores, como igualmente de sujeitos de investigação.
O estudo mostra os ganhos significativos da comunidade escolar, nomeadamente em termos de melhoria das aprendizagens, de reconhecimento e confiança por parte de alunos, encarregados de educação e professores e de surgimento de uma nova cultura profissional, assente na interação e colaboração entre pares, a qual reflete uma comunidade de aprendizagem.
Confronted with a process of established globalization, widespread teaching and the extension of compulsory schooling, in a “liquid” and volatile society, which is undergoing demographic, economic, political, cultural and technological transformations at an unprecedented speed, instead of anticipating these changes, school has been defensively dealing with these countless metamorphoses, insisting on maintaining the same traditional school model that advocates a transmissive, collective and uniform pedagogy and proving to be unable to positively respond to the continuous transformation of its target. It is therefore imperative to anticipate these transformations, adapt to changing social contexts and impose diverse solutions that, guaranteeing educational quality for all, respond to the existing heterogeneity, as well as to the challenges that future society imposes on us. This thesis intends, in the context of Escola de Comércio de Lisboa, where the author has been working for more than 20 years, to look at the changes made in the school organisation through the development of the educational innovation project «SER», investigating the congruence between the pedagogy idealized by the school - which advocates active and differentiating methodologies having in mind the integral development of the student, and therefore, his or her personal and professional success - and the perceptions of the vital school actors: teachers, students and their parents. By following a qualitative strategy analysis, it was also intended to comparatively analyse the results between students that undertook the Project «SER», or «BE for life», and those that were not, in an attempt that all the data collected would help us reflect on the work developed and, hence, find possibilities for a greater understanding of the investigated problem and, perchance, in a logic of participation and accountability, the improvement of the educational institution itself, where we find ourselves, not only in the role of researchers, but as research subjects as well. The study shows the significant gains of the school community, namely in terms of improving learning, recognition and confidence on the part of students, parents and teachers and the emergence of a new professional culture, based on peer interaction and collaboration, which reflects a learning community.
Confronted with a process of established globalization, widespread teaching and the extension of compulsory schooling, in a “liquid” and volatile society, which is undergoing demographic, economic, political, cultural and technological transformations at an unprecedented speed, instead of anticipating these changes, school has been defensively dealing with these countless metamorphoses, insisting on maintaining the same traditional school model that advocates a transmissive, collective and uniform pedagogy and proving to be unable to positively respond to the continuous transformation of its target. It is therefore imperative to anticipate these transformations, adapt to changing social contexts and impose diverse solutions that, guaranteeing educational quality for all, respond to the existing heterogeneity, as well as to the challenges that future society imposes on us. This thesis intends, in the context of Escola de Comércio de Lisboa, where the author has been working for more than 20 years, to look at the changes made in the school organisation through the development of the educational innovation project «SER», investigating the congruence between the pedagogy idealized by the school - which advocates active and differentiating methodologies having in mind the integral development of the student, and therefore, his or her personal and professional success - and the perceptions of the vital school actors: teachers, students and their parents. By following a qualitative strategy analysis, it was also intended to comparatively analyse the results between students that undertook the Project «SER», or «BE for life», and those that were not, in an attempt that all the data collected would help us reflect on the work developed and, hence, find possibilities for a greater understanding of the investigated problem and, perchance, in a logic of participation and accountability, the improvement of the educational institution itself, where we find ourselves, not only in the role of researchers, but as research subjects as well. The study shows the significant gains of the school community, namely in terms of improving learning, recognition and confidence on the part of students, parents and teachers and the emergence of a new professional culture, based on peer interaction and collaboration, which reflects a learning community.
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Orientação: Elsa Estrela
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MESTRADO EM ADMINISTRAÇÃO EDUCACIONAL E REGULAÇÃO DA EDUCAÇÃO, EDUCAÇÃO, DIFERENCIAÇÃO PEDAGÓGICA, JUSTIÇA SOCIAL, INOVAÇÃO, EDUCATION, PEDAGOGICAL DIFFERENTIATION, SOCIAL JUSTICE, INNOVATION, EDUCAÇÃO DEMOCRÁTICA, DEMOCRATIC SCHOOL