Cultura organizacional de boas escolas: promoção e gestão do clima social em contexto de sala de aula
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2013
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Este estudo define-se, em larga medida, pelo sentido do seu objetivo nuclear: identificar a cultura organizacional de boas escolas, no âmbito específico da promoção e gestão do clima social em contexto de sala de aula, ou seja, propor e oferecer uma perspetiva consolidada sobre as representações sociais que, sobre aquela temática, existem nas organizações educativas que foram alvo da investigação aqui apresentada. Na componente da revisão da literatura, começa-se por uma reflexão descritiva do conceito de cultura organizacional de boas escolas, com recurso a autores de referência nesta dimensão. A seguir passou-se, para uma caraterização - igualmente suportada por contributos da literatura - do modo como é caraterizado, genericamente, o chamado movimento das escolas eficazes, bem como, se revela importante o clima social, neste contexto. Seguidamente, centra-se a atenção nos modos como nas chamadas boas escolas se promove e gere o respetivo clima social, em termos gerais e, em particular, no contexto de sala de aula. Na parte seguinte, retrata-se – com base já em dados de cariz empírico – como os mesmos fatores se desenvolvem nas boas escolas portuguesas, selecionadas para a realização da investigação. Tais escolas foram selecionadas como boas escolas essencialmente com base nos resultados obtidos em processos de avaliação externa levados a cabo pelo organismo oficial de tutela. Finalmente, procedeu-se a uma análise comparada entre os níveis de promoção e de gestão do clima social em contexto de sala de aula, caraterísticos das escolas eficazes e das boas escolas,- segundo o testemunho da literatura científica – e os níveis observados, no mesmo âmbito, no seio das escolas que foram alvo do estudo empírico. A análise entre os dados em confronto permite inferir que o clima social da realidade das escolas portuguesas estudadas, percecionado por alunos e docentes, atinge patamares, de algum modo semelhantes, aos que, neste aspeto, ocorre nos contextos das boas escolas.
This study is defined largely by the direction of its nuclear goal: to identify the organizational culture of good schools for the specific purpose of promotion and management of the social climate in the context of the classroom, ie, propose and deliver one consolidated perspective on the social representations that, on that subject, there are educational organizations that were the target of the investigation presented here. Is based on a descriptive reflection of the concept of organizational culture of good schools, using authors reference this dimension has gone up, then, for a characterization - also supported by contributions from literature - the way in calls good schools it promotes and manages the respective social climate in general and, in particular, in the context of the classroom. Then, picture yourself - now based on data oriented empirical - as the same factors are developed in good schools Portuguese selected to conduct the research. These schools were selected as good schools essentially based on the results of external evaluation procedures undertaken by the official guardianship. Finally, we proceeded to a comparative analysis between the levels of promotion and management of the social climate in the context of the classroom, characteristic of good schools - according to the testimony of the scientific literature - and the levels seen in the same context, within schools that were targeted in the empirical study. The analysis of the data in confront infer that the social climate of the reality of Portuguese schools studied, perceived by students and teachers, reaches levels similar to that in this aspect, occurs in the context of good schools.
This study is defined largely by the direction of its nuclear goal: to identify the organizational culture of good schools for the specific purpose of promotion and management of the social climate in the context of the classroom, ie, propose and deliver one consolidated perspective on the social representations that, on that subject, there are educational organizations that were the target of the investigation presented here. Is based on a descriptive reflection of the concept of organizational culture of good schools, using authors reference this dimension has gone up, then, for a characterization - also supported by contributions from literature - the way in calls good schools it promotes and manages the respective social climate in general and, in particular, in the context of the classroom. Then, picture yourself - now based on data oriented empirical - as the same factors are developed in good schools Portuguese selected to conduct the research. These schools were selected as good schools essentially based on the results of external evaluation procedures undertaken by the official guardianship. Finally, we proceeded to a comparative analysis between the levels of promotion and management of the social climate in the context of the classroom, characteristic of good schools - according to the testimony of the scientific literature - and the levels seen in the same context, within schools that were targeted in the empirical study. The analysis of the data in confront infer that the social climate of the reality of Portuguese schools studied, perceived by students and teachers, reaches levels similar to that in this aspect, occurs in the context of good schools.
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Orientação: Jorge Serrano
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EDUCAÇÃO, ESCOLAS, GESTÃO ESCOLAR, CULTURA ORGANIZACIONAL, MEIO ESCOLAR, EDUCATION, SCHOOLS, EDUCATIONAL MANAGEMENT, ORGANIZATIONAL CULTURE, SCHOOL ENVIRONMENT, DOUTORAMENTO EM EDUCAÇÃO