Loading...
Publication
Agrupamentos verticais: a interação dos professores do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.08 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo insere-se num campo de investigação cujo enfoque se situa
no quadro actual das instituições educativas: os agrupamentos verticais.
Este modelo organizacional, ao privilegiar a articulação entre os
estabelecimentos dos diversos ciclos de ensino, cria novas sinergias e dinâmicas
institucionais, favorecendo a interacção dos professores dos três ciclos de ensino. Face
ao pressuposto referenciado, foi nosso objectivo verificar se esta realidade
organizacional, introduzida pelo Decreto-Lei n0115-A/98, de 4 de Maio, está,
efectivamente, a ser consubstanciada nas escolas, ou se, pelo contrário, as mudanças
pretendidas ainda se situam ao nível das intenções.
De uma forma geral, podemos concluir que a expressão de Crozier (1963), a
sociedade não se muda por decreto, aplica-se à realidade dos agrupamentos
estudados, pois, se por um lado verificamos que os professores concordam com os
pressupostos definidos no decreto supra citado, tal como constatámos aquando da
validação do modelo explicativo teórico, quando questionados sobre a situação real
vivenciada nas suas escolas os resultados são contraditórios.
Em nosso entender, a investigação desenvolvida contribuiu para uma melhor
compreensão desta nova realidade organizacional, mas tendo em conta as implicações
desta problemática no todo sistémico da profissão docente, este poderá ser um ponto
de partida para investigações futuras.
The following study centres its view in the present situation of the educational institutions: the vertical groupings. This organizational model, by privileging the articulation between the establishments from the several learning cycles, creates new synergies and institutional dynamics, favouring the teacher's interaction from the three teaching cycles. In face of this assumption, it was our objective to veriíy if this organizational reality, created by Decree Law number 115-A/98, from May the 4th, is, effectively, being applied in schools, or if, otherwise, the wanted changes are still at the intentions levei. In a general way, we can conclude that the Crozier (1963) expression, society cannot be changed by Decree, is applicable to the studied groupings, since, if in one hand we veriíy that the teachers agree with the conditions established on the above referred Decree, as we verified when we validated the theoretical model, on the other hand, when questioned about the real situation experienced on their schools, the results are contradictory. In our opinion, the investigation developed contributed for a better comprehension of this new organizational reality, but taking into consideration the implications of this issue in the whole problem of the teaching profession, this can be a good starting point for future research.
The following study centres its view in the present situation of the educational institutions: the vertical groupings. This organizational model, by privileging the articulation between the establishments from the several learning cycles, creates new synergies and institutional dynamics, favouring the teacher's interaction from the three teaching cycles. In face of this assumption, it was our objective to veriíy if this organizational reality, created by Decree Law number 115-A/98, from May the 4th, is, effectively, being applied in schools, or if, otherwise, the wanted changes are still at the intentions levei. In a general way, we can conclude that the Crozier (1963) expression, society cannot be changed by Decree, is applicable to the studied groupings, since, if in one hand we veriíy that the teachers agree with the conditions established on the above referred Decree, as we verified when we validated the theoretical model, on the other hand, when questioned about the real situation experienced on their schools, the results are contradictory. In our opinion, the investigation developed contributed for a better comprehension of this new organizational reality, but taking into consideration the implications of this issue in the whole problem of the teaching profession, this can be a good starting point for future research.
Description
Dissertação de mest. em Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2004
Keywords
Modelo organizacional Agrupamento vertical Interacção Relações interpessoais Relação educativa professor/professor