O Liceu Nacional de Oeiras: 1952-1969 : marcas e vivências da instituição escolar: estudo de Caso
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2013
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Este estudo propõe-se apresentar uma abordagem do Liceu de Oeiras, instituição
educativa que imprimiu marcas indeléveis na sua população escolar e em todo o seu
contexto geográfico e social. A identificação destas marcas é o nosso objetivo geral.
Para tal procurou-se conhecer as várias análises históricas e conjunturais nacionais
relativas ao ensino liceal, os contextos na origem do nascimento do Liceu de Oeiras e quais
as transformações que sofreu durante o período em estudo; que professores o constituíram
e que princípios e valores transmitiram aos alunos; qual a evolução da população escolar e
que resultados escolares atingiram; que tipo de liderança foi exercido pelo reitor e que
interações e características de cultura de escola se identificam.
Para desenvolver a pesquisa recorreu-se à metodologia de estudo de caso, na linha
do modelo das teorias sociais, analisando as dimensões formais e informais, colocando em
confronto o sistema administrativo de organização e exercício dos poderes no interior do
liceu, com os testemunhos orais relativos às interações dos atores intervenientes desse
processo. Para a recolha de informação recorreu-se à análise documental dos elementos
em arquivo na escola, no Ministério da Educação e de imprensa da época. Em paralelo
realizou-se uma abordagem qualitativa, tendo-se procedido ao registo e análise de
testemunhos que obedeceram a entrevistas semiestruturadas, aplicadas a seis alunos, uma
professora e uma funcionária administrativa.
A comparação e análise dos dados permitiu identificar as vivências e realidades
percecionadas, práticas e valores adotados no Liceu de Oeiras que lhe angariaram um
ideário de qualidade. Este estudo deixa ainda em aberto campos de aprofundamento e
aponta para abordagem de áreas que podem conduzir ao melhor conhecimento histórico da
realidade recente do ensino em Portugal.
This study intends to introduce an approach to the Liceu de Oeiras,(Oeiras grammar school), which as a learning institution has conferred indelible marks upon its population and its geographic and social milieu. The identification of those marks will be our main objective. To achieve this objective it was necessary to investigate the different historical analyses already done with regard to grammar schools, as well as those related to specific situations concerning the context that gave birth to the “Liceu de Oeiras”, and also the changing steps it has undergone during the period of time focused in this study. Other important topics for investigation were the teachers and all the principles and values they have transmitted to their students, the evolution of its learning population and the results obtained, the leadership carried out by its rector, and the corresponding interactions and characteristics of that kind of school. In order to develop this research the case-study methodology was chosen, in line with the method used in social theories, by analysing formal and informal dimensions by means of comparing the administrative system of organization and the authority exercised within the grammar school with the oral testimonies produced by the different intervenients in the whole process. The needed information was gathered from the school records as well as from the archives of the National Education Board and the press. At the same time a qualitative approach was carried on based on the analysis of testimonies following semistructured interviews to six students, one teacher and one administrative employee. The comparison and analysis of data allowed the identification of behaviours and realities, practices and values followed by the “Liceu de Oeiras”, which entitled this grammar school to a high grade of excellence. This study will still leave opportunities for further investigation areas and points out other approaches to a better knowledge of the recent history of education in Portugal.
This study intends to introduce an approach to the Liceu de Oeiras,(Oeiras grammar school), which as a learning institution has conferred indelible marks upon its population and its geographic and social milieu. The identification of those marks will be our main objective. To achieve this objective it was necessary to investigate the different historical analyses already done with regard to grammar schools, as well as those related to specific situations concerning the context that gave birth to the “Liceu de Oeiras”, and also the changing steps it has undergone during the period of time focused in this study. Other important topics for investigation were the teachers and all the principles and values they have transmitted to their students, the evolution of its learning population and the results obtained, the leadership carried out by its rector, and the corresponding interactions and characteristics of that kind of school. In order to develop this research the case-study methodology was chosen, in line with the method used in social theories, by analysing formal and informal dimensions by means of comparing the administrative system of organization and the authority exercised within the grammar school with the oral testimonies produced by the different intervenients in the whole process. The needed information was gathered from the school records as well as from the archives of the National Education Board and the press. At the same time a qualitative approach was carried on based on the analysis of testimonies following semistructured interviews to six students, one teacher and one administrative employee. The comparison and analysis of data allowed the identification of behaviours and realities, practices and values followed by the “Liceu de Oeiras”, which entitled this grammar school to a high grade of excellence. This study will still leave opportunities for further investigation areas and points out other approaches to a better knowledge of the recent history of education in Portugal.
Descrição
Orientação: José Viegas Brás
Palavras-chave
EDUCAÇÃO, ESCOLAS, PROFESSORES, ALUNOS, ESTUDOS DE CASO, OEIRAS, EDUCATION, SCHOOLS, TEACHERS, STUDENTS, CASE STUDIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - ESP. EM BIBLIOTECAS ESCOLARES E LITERACIAS DO SÉC.XXI