Racionalidades na eleição do diretor da escola pública portuguesa: um estudo de caso
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2014-05-22
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O modelo de gestão da escola pública portuguesa, estatuído pelo Decreto-Lei n.º 75/2008, de 22 de abril, consubstancia um novo marco na evolução dos órgãos diretivos, pelos quais efetuámos uma incursão diacrónica, no pressuposto de que, conhecendo o passado, melhor compreendemos o presente e mais sustentadamente perspetivamos o futuro.
Da estrutura orgânica desenhada pelo Ministério da Educação e Ciência, emerge a figura do diretor, órgão unipessoal, eleito pelo conselho geral, órgão colegial, num sistema que configura uma abertura da escola a forças exteriores anteriormente alheadas das esferas decisórias e um afastamento acentuado dos atores tradicionalmente mais envolvidos na vivência escolar.
Centrados no fenómeno da eleição do diretor, procurámos determinar as representações e racionalidades que conduzem os membros do conselho geral a selecionar o diretor da escola, problematizando as dinâmicas políticas envolvidas no processo eleitoral e aferindo do sentimento de legitimidade e democraticidade entre os atores educativos, que englobam pessoal docente, não docente, alunos, pais e encarregados de educação, autarquia e comunidade educativa.
Desenvolvemos uma investigação de natureza qualitativa, integrada numa abordagem de cariz interpretativo, pela assunção de que a realidade é subjetiva e socialmente construída. A partir de um estudo de caso, selecionámos criteriosamente vinte e um interlocutores privilegiados de um Agrupamento de Escolas, representantes de toda a comunidade educativa, com e sem assento no conselho geral, recolhendo informação que nos permitiu analisar a operacionalização dos princípios de democraticidade e participação, aplicados ao microcosmos organizacional escolar, marcado por uma vertente crescentemente politizada, onde se tece uma complexa teia de jogos, interesses, conflitos, estratégias e coligações, num enquadramento congruente com o modelo organizacional político.
Neste contexto, características de perfil e personalidade dos candidatos a diretor, de entre as quais se destacam a capacidade de liderança, a capacidade de relacionamento e a capacidade de mobilizar forças opostas e concentrar sinergias na implementação do Plano de Intervenção assomam como motivos preponderantes na sua seleção, matizados, porém, com nuances de ordem pessoal ou profissional. Face ao reduzido número de responsáveis pela escolha do diretor, é possível determinar que a sua legitimidade advém do poder centralizador e burocrático, mas também do democrático, consubstanciado na eleição, ainda que numa forma de democracia representativa, sem a participação e intervenção direta da grande maioria dos
elementos que compõem a comunidade educativa. Neste sentido, o novo modelo de gestão configura-se como o menos democrático do regime pós-25 de abril.
The management model of the Portuguese public school, implemented by Decree-Law no. 75/2008, 22nd of April, represents a new milestone in the evolution of school management boards, through which we did a diachronic incursion, on the assumption that, knowing the past, we will better understand the present and more consistently address the future. From the organic structure set out by the Ministry of Education and Science, emerges the figure of the Director, one-man body, elected by the General Board, the Collegiate Body, in a system that configures an opening of the school to external forces, previously away from the decisional spheres and a considerable withdrawal from the more traditionally involved key actors in the school dynamic. Focussed on the election of the Director, we searched to determine the representations and rationalities that lead the members of General Board to select the Director of the school, questioning the political dynamics involved in the electoral process and assessing the feeling of legitimacy and democracy among the educational actors, which include teaching staff, non-teaching staff, students, parents or guardians, autarchy and educational community. We developed an investigation of qualitative nature, set in an interpretative approach, by the assumption that reality is subjective and socially built. From a case-study, we carefully selected twenty-one particular people from a School Grouping, representatives of the whole community, with and without seats on the General Board, thus gathering information that allowed us to analyzed the application of democracy and participation principles, applied to the organizational school microcosm, marked by a growing politicized angle, where a complex web of games, interests, conflicts, strategies and coalitions is formed, in a coherent frame with the political organizational model. In this context, profile and personality features of the candidates to Director, from which we highlight the ability of leadership, the ability of relationship, of mobilizing opposite strengths and focussing synergies on the application of the Intervention Plan, come as main motives for the selection, mixed, however, with nuances of personal or professional order. Given the reduced number of responsible people for the choosing of the Director, it is possible to determine that his legitimacy comes from the centralized and bureaucratic power but also from the democratic one, embodied on the election, even if in a representative democracy, without the direct participation and intervention of the vast majority of the elements that form the educational community. Therefore, the new management model stands as the least democratic one after the 25th April.
The management model of the Portuguese public school, implemented by Decree-Law no. 75/2008, 22nd of April, represents a new milestone in the evolution of school management boards, through which we did a diachronic incursion, on the assumption that, knowing the past, we will better understand the present and more consistently address the future. From the organic structure set out by the Ministry of Education and Science, emerges the figure of the Director, one-man body, elected by the General Board, the Collegiate Body, in a system that configures an opening of the school to external forces, previously away from the decisional spheres and a considerable withdrawal from the more traditionally involved key actors in the school dynamic. Focussed on the election of the Director, we searched to determine the representations and rationalities that lead the members of General Board to select the Director of the school, questioning the political dynamics involved in the electoral process and assessing the feeling of legitimacy and democracy among the educational actors, which include teaching staff, non-teaching staff, students, parents or guardians, autarchy and educational community. We developed an investigation of qualitative nature, set in an interpretative approach, by the assumption that reality is subjective and socially built. From a case-study, we carefully selected twenty-one particular people from a School Grouping, representatives of the whole community, with and without seats on the General Board, thus gathering information that allowed us to analyzed the application of democracy and participation principles, applied to the organizational school microcosm, marked by a growing politicized angle, where a complex web of games, interests, conflicts, strategies and coalitions is formed, in a coherent frame with the political organizational model. In this context, profile and personality features of the candidates to Director, from which we highlight the ability of leadership, the ability of relationship, of mobilizing opposite strengths and focussing synergies on the application of the Intervention Plan, come as main motives for the selection, mixed, however, with nuances of personal or professional order. Given the reduced number of responsible people for the choosing of the Director, it is possible to determine that his legitimacy comes from the centralized and bureaucratic power but also from the democratic one, embodied on the election, even if in a representative democracy, without the direct participation and intervention of the vast majority of the elements that form the educational community. Therefore, the new management model stands as the least democratic one after the 25th April.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Administração Educacional
Palavras-chave
Decisão , Diretores de estabelecimento de ensino , Democracia , Participação , Eleições , Modelo de gestão , Modelo político