A cultura organizacional da escola e a sua relação com a melhoria dos resultados da avaliação externa e das dinâmicas de supervisão e avaliação da prática letiva
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2020-03-04
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À tomada de consciência da importância da cultura das organizações na implementação de práticas de gestão, juntou-se o facto de se acreditar que é a cultura organizacional que constitui um fator de diferenciação entre as organizações. Foi Schein, em 1992, que criou uma das definições que fornece maior consenso para a compreensão da cultura organizacional, considerando-a um conjunto de valores nucleares, normas e comportamentos, artefactos e padrões de comportamento que governam a forma como as pessoas interagem e o modo como se empenham no trabalho. Partindo do princípio de que a escola é uma organização onde existe um processo educativo intencional (Santos Guerra, 2000), pretendeu-se compreender, se e de que forma, existe alguma relação entre a cultura organizacional vigente nos agrupamentos de escolas e a funcionalidade dessa mesma cultura ou seja, do desempenho de cada um no processo de avaliação externa. Tornou-se, então, necessário compreender a importância da supervisão pedagógica e dos processos de avaliação, bem como, o papel crucial da implementação de culturas de supervisão e de avaliação nos agrupamentos de escolas. A cultura de supervisão pedagógica está, por definição do conceito de supervisão, associada à cultura de inovação. A prática da supervisão pedagógica entre pares impulsiona a inovação, mas a inovação de uma organização requer uma cultura voltada para a criatividade pois, as organizações mais inovadoras são as que possuem uma cultura voltada ao desenvolvimento da criatividade e que possibilitam aos atores organizacionais desenvolverem a sua capacidade para inovar (Machado et al., 2013, p.167). A cultura de avaliação foi definida como sendo o conjunto de valores, acordos, tradições, crenças e pensamentos que uma comunidade educativa atribui à ação da avaliação (González et al., 2011, p.44). Desenvolveu-se um estudo misto, assente no questionário OCAI – Organizational Culture Assessment Questionaire de Cameron e Quinn (1999, 2006, 2011) e na recolha de dados dos relatórios de avaliação externa de 31 agrupamentos de escolas avaliados pela IGEC – Inspeção Geral de Educação e Ciência, em 2015/2016. A validade deste instrumento está comprovada internacionalmente e o questionário integral revelou um valor de alfa de Cronbach de 0,958 o que dá garantias de que mede o que efetivamente se pretende medir. Os resultados não infirmam nenhuma das hipóteses elencadas e permitem concluir que, apesar de haver uma predominância da cultura de clã, na grande maioria dos agrupamentos de escolas, as tipologias de cultura organizacional que regem os desempenhos dos agrupamentos de escolas, nos seus relatórios de avaliação externa, são a cultura de mercado e a cultura hierárquica, com uma fraca incidência da cultura de inovação. No entanto, contrariamente ao verificado, é exigido às organizações educativas que sejam inovadoras e que dinamizem práticas de supervisão pedagógica entre pares, práticas essas que se acredita estarem na base de sustentação da melhoria e inovação contínua. Em nenhum dos agrupamentos de escolas existe um predomínio da cultura adocrática ou de inovação. Apesar de a inovação estar presente e saturar o vocabulário organizacional, a promoção de um ambiente de trabalho dinâmico e criativo não se destaca. Não sobressai a disponibilidade para correr riscos nem os líderes são vistos como inovadores. Crescer e criar novos recursos não parece ser uma prioridade e não é promovida a emancipação dos membros. Constata-se que, à semelhança do afirmado por González et al. (2011, pp.60-61), que a avaliação institucional é uma condição necessária, mas não suficiente, para melhorar a qualidade das instituições educativas pois, os agrupamentos de escolas organizam o seu trabalho de forma a conseguirem melhores desempenhos na avaliação externa a que estão sujeitos no entanto, esta avaliação não está a ser transformada em caminho para a aprendizagem, como Santos Guerra (2002) defende. A avaliação deve atuar como elemento gerador de uma docência inovadora e de qualidade (Salom, 2014, p.2) e isso não se verifica pois, se a avaliação é um fenómeno educativo, deveria educar ao realizar-se (Santos Guerra, 2003).
People are aware of the importance of the organizations culture in instigating management practices and recently they have come to believe that the organizational culture also establishes a differentiation factor among organizations. Schein, in 1992, published one of the definitions that best demonstrates the larger consensus to the understanding of the organizational culture, considering it as a set of nuclear principles, rules and manners, artefacts and behavior patterns which manage the way people interact and commit themselves at work. Bearing in mind that the school is an organization where there is an intentional educational process (Santos Guerra, 2000) we proposed to understand whether and in what way there is some connection between the current organizational culture in schools and how that culture works, that is, how each person acts in the process of external assessment. Therefore, it became essential to understand the importance of the pedagogical supervision and the assessment processes as well as the decisive role of the culture of supervision and assessment in schools. The pedagogical supervision culture is, by definition of the supervision concept, related to innovation culture. The development of pedagogical supervision inter pares enhances innovation but, the innovation of an organization requires a culture turned into creativity because the most innovative organizations are those that embrace a culture aiming at the development of creativity and enable the organizational actors to enlarge their ability to innovate. The assessment culture was described as a set of values, agreements, traditions, beliefs, and thoughts that an educational community assigns to the acting of the assessment. (González et al. 2011, p.44). We devised a quantitative study based on the OCAI questionnaire – Organizational Culture Assessment Questionnaire by Cameron and Quinn (1999, 2006 and 2011) and in the collected external assessment data reports from the 31 assessed schools by IGEC – Inspeção Geral de Educação e Ciência, in 2015/2016. The accuracy of this instrument is internationally verified and the full questionnaire has revealed an Alfa Cronbach value of 0,958, assuring that it measures what indeed it is intended to be measured. The results do not deny any of the listed hypothesis and allow to conclude that despite having a prevailing clan culture in most of the schools, the organizational culture typologies that command the performances of the schools in their external assessment reports are the market culture and hierarchical culture, with a weak presence of the adhocratic culture. Nevertheless, unlike what was verified, the educational organizations are expected to be innovative and to stimulate pedagogical supervising practices inter pares which are believed to be the sustaining basis of a continuous improvement and of innovation practices. There is not a prevalence of the adhocratic or innovative culture in schools. Although innovation is present and dominates the organizational vocabulary, the promotion of a dynamic and creative work environment does not stand out. The availability to take risk doesn’t show up and the leaders are not seen as innovative. Increasing and creating new resources do not seem to be a priority and membership emancipation is not promoted. As González et al. (2011, pp.60-61) say, institutional assessment is a necessary condition, but it is not enough to improve the quality of the educational institutions because schools organize their work in such a way that they achieve better external assessment performances, and yet, this assessment is not being transformed in the learning path Santos Guerra (2002) states as required. Assessment should act as a generator element of an innovative and quality teaching (Salom, 2014, p.2) and that is not seen because if assessment is an educational phenomenon, it should educate while it is developed (Santos Guerra, 2003).
People are aware of the importance of the organizations culture in instigating management practices and recently they have come to believe that the organizational culture also establishes a differentiation factor among organizations. Schein, in 1992, published one of the definitions that best demonstrates the larger consensus to the understanding of the organizational culture, considering it as a set of nuclear principles, rules and manners, artefacts and behavior patterns which manage the way people interact and commit themselves at work. Bearing in mind that the school is an organization where there is an intentional educational process (Santos Guerra, 2000) we proposed to understand whether and in what way there is some connection between the current organizational culture in schools and how that culture works, that is, how each person acts in the process of external assessment. Therefore, it became essential to understand the importance of the pedagogical supervision and the assessment processes as well as the decisive role of the culture of supervision and assessment in schools. The pedagogical supervision culture is, by definition of the supervision concept, related to innovation culture. The development of pedagogical supervision inter pares enhances innovation but, the innovation of an organization requires a culture turned into creativity because the most innovative organizations are those that embrace a culture aiming at the development of creativity and enable the organizational actors to enlarge their ability to innovate. The assessment culture was described as a set of values, agreements, traditions, beliefs, and thoughts that an educational community assigns to the acting of the assessment. (González et al. 2011, p.44). We devised a quantitative study based on the OCAI questionnaire – Organizational Culture Assessment Questionnaire by Cameron and Quinn (1999, 2006 and 2011) and in the collected external assessment data reports from the 31 assessed schools by IGEC – Inspeção Geral de Educação e Ciência, in 2015/2016. The accuracy of this instrument is internationally verified and the full questionnaire has revealed an Alfa Cronbach value of 0,958, assuring that it measures what indeed it is intended to be measured. The results do not deny any of the listed hypothesis and allow to conclude that despite having a prevailing clan culture in most of the schools, the organizational culture typologies that command the performances of the schools in their external assessment reports are the market culture and hierarchical culture, with a weak presence of the adhocratic culture. Nevertheless, unlike what was verified, the educational organizations are expected to be innovative and to stimulate pedagogical supervising practices inter pares which are believed to be the sustaining basis of a continuous improvement and of innovation practices. There is not a prevalence of the adhocratic or innovative culture in schools. Although innovation is present and dominates the organizational vocabulary, the promotion of a dynamic and creative work environment does not stand out. The availability to take risk doesn’t show up and the leaders are not seen as innovative. Increasing and creating new resources do not seem to be a priority and membership emancipation is not promoted. As González et al. (2011, pp.60-61) say, institutional assessment is a necessary condition, but it is not enough to improve the quality of the educational institutions because schools organize their work in such a way that they achieve better external assessment performances, and yet, this assessment is not being transformed in the learning path Santos Guerra (2002) states as required. Assessment should act as a generator element of an innovative and quality teaching (Salom, 2014, p.2) and that is not seen because if assessment is an educational phenomenon, it should educate while it is developed (Santos Guerra, 2003).
Descrição
Tese submetida à Universidade de Trás-os-Montes e Alto Douro para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Ciências da Educação
Palavras-chave
Cultura organizacional , cultura de supervisão