A governação do Ensino Superior : 50 anos depois do 25 de Abril
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Data
2024
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University of Lusophone Humanities and Technology
Resumo
Tomando como referência temporal os últimos 50 anos, este artigo procura caracterizar, nos diferentes momentos do desenvolvimento do ensino superior em Portugal, a forma como os mandatos políticos promovem e articulam modelos de governação e de gestão do setor. Da análise do modelo de governação e gestão participadas dos anos da Revolução de Abril até ao modelo veiculado pelo atual quadro legal, fundado na autonomia e desempenho das instituições, e na avaliação da qualidade, evidencia-se um caminho que resultou na limitação e diminuição de representatividade dos corpos constituintes da academia, na sub-representação das faculdades/escolas/departamentos nos órgãos centrais de tomada de decisão, no fortalecimento das funções gestionárias dos/as reitores/as e diretores/as das unidades orgânicas. As perdas de colegialidade em favor da centralização dos processos de tomada de decisão e o predomínio das lógicas gestionárias sobre as académicas trouxeram uma ampla reconfiguração da governação e gestão das instituições com perdas de democraticidade que urge considerar.
Taking the last 50 years as a temporal reference, this article seeks to characterize, in different moments of the development of Portuguese higher education, how political mandates promote and articulate governance and management models. From the analysis of the participatory governance and management model during the years of the April Revolution to the model conveyed by the current legal framework, based on the autonomy and performance of institutions, and on quality assessment, it is clear that a path has been followed resulting in the limitation and decrease in the representativeness of the constituencies of academia, the under-representation of faculties/schools/departments in central decision-making bodies, and the strengthening of managerial functions of rectors and directors of organic units. Losses of collegiality in favour of centralization of decision-making processes and the predominance of managerial logics over academic ones have brought about a wide reconfiguration of governance and management of institutions with losses of democracy in their contexts that must be considered.
Taking the last 50 years as a temporal reference, this article seeks to characterize, in different moments of the development of Portuguese higher education, how political mandates promote and articulate governance and management models. From the analysis of the participatory governance and management model during the years of the April Revolution to the model conveyed by the current legal framework, based on the autonomy and performance of institutions, and on quality assessment, it is clear that a path has been followed resulting in the limitation and decrease in the representativeness of the constituencies of academia, the under-representation of faculties/schools/departments in central decision-making bodies, and the strengthening of managerial functions of rectors and directors of organic units. Losses of collegiality in favour of centralization of decision-making processes and the predominance of managerial logics over academic ones have brought about a wide reconfiguration of governance and management of institutions with losses of democracy in their contexts that must be considered.
Descrição
Palavras-chave
EDUCATION, HIGHER EDUCATION, EDUCATIONAL AUTONOMY, GOVERNANCE, EDUCAÇÃO, ENSINO SUPERIOR, AUTONOMIA EDUCACIONAL, GOVERNAÇÃO
Citação
Magalhaes, A 2024, 'A governação do Ensino Superior : 50 anos depois do 25 de Abril', Revista Lusófona de Educação, vol. 63, no. 63, pp. 101-116. https://doi.org/10.60543/issn.1645-7250.rle63.07