Municipalização da Educação: (Des)responsabilização do Estado ou (Des)centralização da Educação
Data
2019-10-17
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A temática da ‘Municipalização da Educação’ ficou mais reforçada com a publicação do Decreto-Lei nº30/2015 de 12 de fevereiro que estabelece o regime “de delegação de competências nos municípios e entidades intermunicipais, no domínio de funções sociais”. Com efeito, o ‘Programa Aproximar’ que o Decreto-Lei supracitado institui é normatizado, enquanto paradigma de descentralização da educação, colocando o enfoque do poder de decisão/intervenção nas autarquias locais, ao nível do município. As práticas centralizadoras tradicionais do Estado, existentes no ME, instituídas através do proliferar de legislação constante, levam-nos a questionar o alcance da medida, estabelecida através do referido decreto que se assume, pelo menos retoricamente, no sentido da descentralização, apregoando maior autonomia e participação dos municípios na educação, mesmo que isso pareça implicar interferir na profissionalidade dos professores. Conferimos, por isso, particular atenção à dimensão da participação e autonomia dos municípios, na definição de uma política educativa local, bem como dos agrupamentos de escola, assinalando a tentativa de descentralização que, apesar dos avanços e recuos conhecidos neste processo, progressivamente ganha terreno, em particular com a publicação do Decreto-Lei nº30/2015 de 12 de fevereiro. O Estado prepara-se, assim, para delegar nas autarquias competências na área da Educação, no âmbito das políticas educativas, na administração das escolas, no currículo e na gestão de recursos. Neste âmbito, orientámos o nosso trabalho de investigação com o objetivo de descobrirmos se as novas competências delegadas ao município, de acordo com o referido Decreto-Lei, têm expressão em termos da descentralização, ao nível das dinâmicas que se estabelecem com a organização escolar. Para o efeito, fizemos uma abordagem qualitativa, desenvolvendo um estudo de caso, em torno da dinâmica gerada pela aprovação do “Programa Aproximar Educação” (PAE), procurando conhecer as representações e posicionamentos assumidos pelos diferentes atores educativos. Recorremos a diferentes técnicas de recolha de dados, nomeadamente à análise documental, entrevista semiestruturada e inquérito por questionário e à análise de conteúdo, enquanto técnica de análise e de interpretação dos dados obtidos. Na totalidade do nosso estudo empírico participaram cinquenta e nove interlocutores, a saber, Professores, com cargos e sem cargos, Representante da Autarquia e Representante dos Pais e Encarregados da Educação, com assento no Conselho Municipal da Educação (CME). Foi possível concluir que as representações e práticas dos atores educativos, implicados nesta relação entre Estado - Autarquia – Escola, são reveladoras de uma diversidade de lógicas face ao PAE, colocando em causa os princípios da descentralização, da autonomia e da participação que o respetivo Decreto-Lei institui.
The theme “Municipalization of Education” was reinforced with the publication of Decree-Law No. 30/2015 of 12th February which established the scheme “of delegating competences in municipalities and intermunicipal entities in the dominion of social functions”. Indeed, the “Programme Aproximar” the above-mentioned DecreeLaw imposes is normalized, while paradigm of decentralization of education, putting the focus power of decision / intervention in local governments at a municipality level. The traditional centralization practices of the State, existing in EM, imposed by the constant proliferation of legislation, take lead in questioning the scope of the measure established by the mentioned decree which assumes, at least rhetorically, in the way of decentralization, proclaiming bigger autonomy and municipalities participation in education, even if it implies to interfere in teachers’ professionalism. We conferred, for that, particular attention to the dimension of the municipality and autonomy participation in the definition of a local political education, as well as the schools grouping, marking the attempting of decentralization that, in spite of the advances and setbacks known in this process, progressively gains ground, particularly with the publication of the Decree-Law No. 30/2015 of 12th February. The State prepares, thus to delegate in local autarchies competences in the area of Education, in the context of educational policies, school administration, curriculum and resources management. In this ambit, we guided our research work with the aim of discovering if the new competences delegated in the municipality, according to the referred Decree-Law, have expression in terms of decentralization, at the level of the dynamics that are established with the school organization. To effect, we did a qualitative approach, developing a study case, around the dynamic generated by the approval of “Programme Aproximar Educação”, looking for knowing the representations and positions assumed by the different educational actors. We had recourse to different techniques of collecting data, namely documentary analysis, semi-structured interview, and questionnaire survey and content analysis while technique analysis and of obtained data interpretation.In the whole number of our empirical study participated fifty nine interlocutors, to know, teachers, with positions and without them, Autarchy representative and parents’ representative and legal guardians, with seat in the Educational Municipality Council. It was possible to conclude that the representations and practices of the educational actors, implied in this relation between State – Autarchy – School, are revealed of a diversity of logics due to “Programme Aproximar Educação”, setting in cause the principles of decentralization, of autonomy and of participation the respective Decree-Law set up.
The theme “Municipalization of Education” was reinforced with the publication of Decree-Law No. 30/2015 of 12th February which established the scheme “of delegating competences in municipalities and intermunicipal entities in the dominion of social functions”. Indeed, the “Programme Aproximar” the above-mentioned DecreeLaw imposes is normalized, while paradigm of decentralization of education, putting the focus power of decision / intervention in local governments at a municipality level. The traditional centralization practices of the State, existing in EM, imposed by the constant proliferation of legislation, take lead in questioning the scope of the measure established by the mentioned decree which assumes, at least rhetorically, in the way of decentralization, proclaiming bigger autonomy and municipalities participation in education, even if it implies to interfere in teachers’ professionalism. We conferred, for that, particular attention to the dimension of the municipality and autonomy participation in the definition of a local political education, as well as the schools grouping, marking the attempting of decentralization that, in spite of the advances and setbacks known in this process, progressively gains ground, particularly with the publication of the Decree-Law No. 30/2015 of 12th February. The State prepares, thus to delegate in local autarchies competences in the area of Education, in the context of educational policies, school administration, curriculum and resources management. In this ambit, we guided our research work with the aim of discovering if the new competences delegated in the municipality, according to the referred Decree-Law, have expression in terms of decentralization, at the level of the dynamics that are established with the school organization. To effect, we did a qualitative approach, developing a study case, around the dynamic generated by the approval of “Programme Aproximar Educação”, looking for knowing the representations and positions assumed by the different educational actors. We had recourse to different techniques of collecting data, namely documentary analysis, semi-structured interview, and questionnaire survey and content analysis while technique analysis and of obtained data interpretation.In the whole number of our empirical study participated fifty nine interlocutors, to know, teachers, with positions and without them, Autarchy representative and parents’ representative and legal guardians, with seat in the Educational Municipality Council. It was possible to conclude that the representations and practices of the educational actors, implied in this relation between State – Autarchy – School, are revealed of a diversity of logics due to “Programme Aproximar Educação”, setting in cause the principles of decentralization, of autonomy and of participation the respective Decree-Law set up.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Descentralização , Municipalização