A modalidade de escolha do diretor na escola pública portuguesa
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Data
2013
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Editora
Edições Universitárias Lusófonas
Resumo
Considerando o protagonismo que a figura do diretor de escola adquiriu, quisemos conhecer as representações que os professores da escola pública portuguesa têm relativamente à modalidade de escolha do diretor para concluirmos
se ela se constitui, ou não, como um instrumento ao serviço da escola democrática.
Para tal, problematizamos a ideia de participação enquanto capacidade
decisória por parte dos atores educativos e fizemos uma incursão pelo modo
de nomeação, concurso público e eleição, na tentativa de perceber qual aquele
que se revela mais concordante com práticas democráticas. Com o recurso a conversas informais e a entrevistas realizadas a quinze professores de um
Agrupamento de Escolas foi possível concluir que a eleição indireta não arrecada simpatia e pode traduzir-se, na ótica dos entrevistados, como uma prática
antidemocrática por afastar da esfera decisória o universo dos professores por
uma questão tão relevante.
Giving the role played by the school heat it’s our aim to know the educating actor’s reaction in the public Portuguese school towards the way how he is elected in an attempt to conclude if it is or not an instrument/tool at the service of the democratic school. So we have put into consideration ways of election: the participation, taking into account their capacity of decision by the educating actors; the nomination public admission and election in an attempt to understand which of them will be more in accordance with democratic practice. We have therefore carried out informal conversation and interviews in an institutional group of Schools with fifteen teachers and we easily came to the conclusion that the indirect nomination is not easily accepted, seen as an antidemocratic practice because it excludes the teachers from such a relevant question.
Giving the role played by the school heat it’s our aim to know the educating actor’s reaction in the public Portuguese school towards the way how he is elected in an attempt to conclude if it is or not an instrument/tool at the service of the democratic school. So we have put into consideration ways of election: the participation, taking into account their capacity of decision by the educating actors; the nomination public admission and election in an attempt to understand which of them will be more in accordance with democratic practice. We have therefore carried out informal conversation and interviews in an institutional group of Schools with fifteen teachers and we easily came to the conclusion that the indirect nomination is not easily accepted, seen as an antidemocratic practice because it excludes the teachers from such a relevant question.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, DEMOCRACIA, EDUCATION, DEMOCRACY