Pertinência e eficácia do projeto educativo na dinâmica da qualidade do ensino aprendizagem e na identidade do agrupamento
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2012
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O equacionar a dicotomia existente entre os pressupostos teóricos que fundamentam a razão da existência de um projeto educativo como documento que consagra a orientação educativa do agrupamento de escolas ou de escolas não agrupadas e a realidade, em contexto, onde por vezes, é percetível a comunidade não conhecer, identificar e se rever no projeto educativo, perdendo toda a sua função de documento de identidade participativa e operativa, remete para a necessidade de analisar e compreender a dinâmica do projeto educativo, importando perspetivar qual a pertinência e a eficácia do projeto educativo na dinâmica da qualidade do ensino aprendizagem e na identidade do agrupamento?
O estudo empírico realizado em contexto permitiu identificar e fundamentar a problemática explicitada, enquanto o projeto de intervenção proposto pretendeu ser uma resposta a essa problemática e à dinâmica operativa do projeto educativo.
A pertinência e a eficácia de um projeto educativo verificam-se quando a própria escola e a sua comunidade, se questionam sobre a sua realidade e definem de forma participada, partilhada e responsável, como prioritário uma estratégia resultante da necessidade concreta, consubstanciando o projeto num instrumento de gestão estratégica de qualidade no ensino aprendizagem.
A operacionalização de um projeto educativo resultante e transmissor da identidade da escola tornará este projeto num promotor da sua eficácia ao ter em conta a criação de mecanismos de difusão e de apropriação da sua cultura, bem como de reflexão e consolidação de uma cultura de auto – avaliação.
Os constrangimentos a ter em conta não poderão ser vistos como limitadores mas, como desafios que necessitam de ser analisados e compreendidos, para assim se puderem ultrapassar.
Equating the dichotomy between the theoretical assumptions that underlie the reason for the existence of an educational project as a document that establishes the educational guidance of the grouped schools or non-grouped schools and its reality, in context, where sometimes, it is understandable that the community doesn’t know, identify and review the educational project, losing all its function of a participatory identity and operative document, which leads to the need to analyze and understand the dynamics of the educational project, it is important to understand what is the relevance and effectiveness of the educational project on the dynamics of the quality of teaching and learning in school grouped identity? The empirical study in context allowed the identification and reasoning for the explained problematic, while the proposed project intended to be an answer to this problem and the operating dynamic of the educational project. The relevance and effectiveness of an educational project occurs when the school itself and its community, wonder about their reality and define in a participated, shared and responsible way, as priority, a strategy which is a result from the concrete need, consolidating the project in a strategic management tool for quality in teaching and learning. The operating of an educational project which is a result and transmitter of the school identity will make this project a promoter of its effectiveness by taking into account the mechanisms of diffusion and appropriation of their culture, as well as reflection and consolidation of a culture of self – assessment. The constraint to be taken into account cannot be seen as limiting but as challenges that need to be analyzed and understood, so that thereby can be overcome.
Equating the dichotomy between the theoretical assumptions that underlie the reason for the existence of an educational project as a document that establishes the educational guidance of the grouped schools or non-grouped schools and its reality, in context, where sometimes, it is understandable that the community doesn’t know, identify and review the educational project, losing all its function of a participatory identity and operative document, which leads to the need to analyze and understand the dynamics of the educational project, it is important to understand what is the relevance and effectiveness of the educational project on the dynamics of the quality of teaching and learning in school grouped identity? The empirical study in context allowed the identification and reasoning for the explained problematic, while the proposed project intended to be an answer to this problem and the operating dynamic of the educational project. The relevance and effectiveness of an educational project occurs when the school itself and its community, wonder about their reality and define in a participated, shared and responsible way, as priority, a strategy which is a result from the concrete need, consolidating the project in a strategic management tool for quality in teaching and learning. The operating of an educational project which is a result and transmitter of the school identity will make this project a promoter of its effectiveness by taking into account the mechanisms of diffusion and appropriation of their culture, as well as reflection and consolidation of a culture of self – assessment. The constraint to be taken into account cannot be seen as limiting but as challenges that need to be analyzed and understood, so that thereby can be overcome.
Descrição
Orientação: Maria Fernanda Lopes
Palavras-chave
EDUCAÇÃO, PROJETOS EDUCATIVOS, LIDERANÇA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCATION, EDUCATIONAL PROJECTS, LEADERSHIP