Projeto educativo em escolas do 1º ciclo do ensino básico : perspetivas e grau de participação dos professores com turmas
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2012
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Ciente da parca eficiência do quadro normativo que contextualiza o Projeto Educativo
de Escola, desenvolveu-se uma investigação junto de professores, em quatro Escolas do 1º
Ciclo do Ensino Básico, do concelho de Almada, analisando-se e investigando-se a relação deste documento com a prática pedagógica e o grau de participação dos docentes na sua
concretização.
Assim, este trabalho, baseou-se em algumas questões de investigação, para que melhor
se conhecessem as representações dos Professores acerca do Projeto Educativo. Abordou-se a
construção teórica subjacente a este documento; os conhecimentos e perspetivas acerca do mesmo; os valores que lhe são atribuídos pelos docentes; a participação dos professores na
sua elaboração; as relações estabelecidas, nomeadamente entre o Projeto Educativo e a vida
prática da escola, o Projeto Educativo e as práticas letivas, o Projeto Educativo e o(s)
Projeto(s) Curricular(s) de Agrupamento/Turma.
Este trabalho de investigação pretende contribuir para a análise dos processos e
procedimentos utilizados na conceção, concretização e avaliação do Projeto Educativo, assim como possibilitar a reflexão acerca das perspetivas e do grau de participação dos professores
na sua concretização.
Com este estudo de caso, pretende-se concluir acerca da aplicabilidade, por parte dos docentes, dos objetivos e das medidas apontadas no Projeto Educativo, melhor definindo a
relação que estabelecem com o mesmo.
Knowing about the meager efficiency of the regulatory framework that contextualizes the School Educational Project, this research was developed close to the teachers in four Primary Schools, in the municipality of Almada. The aim of this document is to find out the relation that it has with the pedagogical practice of the teachers and how well is their commitment in the participation in its implementation. Thus, this work stood was based on some research questions in order to know better the assements of the teachers on the School Educational Project. It approaches the theoretical construction, the knowledge and perspectives implied by this document, the values that are assigned by the teachers and their participation in its development. There are many relations that are established between the School Educational Project and it´s educational enviorment such as: the practical daily life at school; the educational teaching and it´s curriculum. This research aims to contribute to the analysis of the processes and procedures used in it´s conception, implementation and evaluation of the educational project as well as allowing it to reflect on the prospects and the commitment that the teachers embrace in it´s implementation. With this research, we intend to conclude the applicability, on behalf of the teachers, the objectives and measures identified in the educational project, better defining the relation that they establish with one another.
Knowing about the meager efficiency of the regulatory framework that contextualizes the School Educational Project, this research was developed close to the teachers in four Primary Schools, in the municipality of Almada. The aim of this document is to find out the relation that it has with the pedagogical practice of the teachers and how well is their commitment in the participation in its implementation. Thus, this work stood was based on some research questions in order to know better the assements of the teachers on the School Educational Project. It approaches the theoretical construction, the knowledge and perspectives implied by this document, the values that are assigned by the teachers and their participation in its development. There are many relations that are established between the School Educational Project and it´s educational enviorment such as: the practical daily life at school; the educational teaching and it´s curriculum. This research aims to contribute to the analysis of the processes and procedures used in it´s conception, implementation and evaluation of the educational project as well as allowing it to reflect on the prospects and the commitment that the teachers embrace in it´s implementation. With this research, we intend to conclude the applicability, on behalf of the teachers, the objectives and measures identified in the educational project, better defining the relation that they establish with one another.
Descrição
Orientação: Ana Paula Silva
Palavras-chave
EDUCAÇÃO, PROJETOS EDUCATIVOS, AUTONOMIA EDUCACIONAL, PRÁTICAS EDUCATIVAS, EDUCATION, EDUCATIONAL PROJECTS, SCHOOL AUTONOMY, EDUCATIONAL PRACTICES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR