O diretor da escola pública portuguesa: representações e práticas de liderança numa escola secundária
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2016-05-02
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O trabalho que agora se apresenta tem por objeto de estudo o diretor da escola pública, com o intento de perceber se as representações e as práticas de liderança deste órgão de gestão enformam as decretadas caraterísticas do ‘reforço das lideranças’. Trata-se, então, de perceber se é a constituição do órgão de gestão, colegial ou unipessoal, que determina a qualidade e a força das lideranças e, ainda, de equacionar a compatibilidade entre um modelo organizacional, teoricamente, mais centralizado e o exercício de uma liderança de participação democrática.
Na medida em que um decreto recente, no seu segundo ano de vigência, veio romper com um modelo de colegialidade que vigorava na educação pública portuguesa há mais de trinta anos, interessava-nos, também, conhecer as representações dos atores acerca da filosofia que o suporta, até porque a escassez de estudos sobre o assunto tornava premente esta abordagem.
Dado que este trabalho se desenvolve a partir de um estudo de caso, optamos por comparar as práticas de liderança à luz dos dois modelos de gestão, o D/L 115-A/98 e o D/L 75/2008. A condição do líder da escola agora diretor ter sido o anterior presidente do Conselho Executivo deu ainda mais consistência à nossa decisão. Procuramos, em linha com a questão anterior, saber que tipo de líder e de liderança era observável na escola.
Inscrevemos este estudo num paradigma de inspiração construtivista, o que se traduziu na assunção intencional de um relativismo ontológico e de um subjetivismo epistemológico, procurando demarcar-nos dum paradigma positivista. Neste enquadramento ganha forma a nossa opção por uma metodologia de natureza qualitativa que prioriza o ‘contexto da descoberta’ em detrimento do ‘contexto da verificação’. Para a abordagem do nosso problema desenvolvemos um quadro-teórico conceptual, sob a observância da ideia de ‘funcionamento díptico da escola’, e fundado na especificidade da problemática e nos pressupostos de investigação, nomeadamente na singularidade do contexto.
The thesis hereby submitted has been done with the aim to study the director of public schooling, with the objective to understand and analyze if the representations and leadership practices of this management body entail the decreed characteristics of the “ leadership reinforcement “. Therefore it is important to understand if it is the constitution of the management body, collegiate or unipersonal, that determines the quality and the strength of the leadership and, to ponder the compatibility between an organizational model, in theory, more centralized and the practice of a democratic participative leadership. Since a recent decree, in its second year of being in effect, disrupted a model of collegiate that was encased in the Portuguese Public education for more than thirty years, it would be interesting to assess the representations of the actors about the philosophy that supported it, for the limited number of studies done on the subject makes this approach quite pressing. Due to the fact that this thesis is developed from a case study, we have opted to compare the leadership practices based on two management examples, D/L 115- A /98 and D/L 75/2008. Our decision was reinforced by the fact that the school manager who is now the Principal, used to be the ex President of the Executive Council. In line with the previous question, we looked into the type of leader and of leadership that could be observed at the school. We registered this study in a paradigm of constructive inspiration, that translated into an intentional assumption of an ontological relativism and an epistemological subjectivity, in the attempt to demarcate ourselves from a positive paradigm. In this context, our option for qualitative methodology that prioritizes “the context of the discovery” in the detriment to the “context of verification” begins to take shape. For the approach to our problem, we developed a conceptual theory - scenario under the observance of the idea of “the school’s dual functional role” (diptych), and founded on the particularity of the problematic and on the investigation assumption, namely in the singularity of the context.
The thesis hereby submitted has been done with the aim to study the director of public schooling, with the objective to understand and analyze if the representations and leadership practices of this management body entail the decreed characteristics of the “ leadership reinforcement “. Therefore it is important to understand if it is the constitution of the management body, collegiate or unipersonal, that determines the quality and the strength of the leadership and, to ponder the compatibility between an organizational model, in theory, more centralized and the practice of a democratic participative leadership. Since a recent decree, in its second year of being in effect, disrupted a model of collegiate that was encased in the Portuguese Public education for more than thirty years, it would be interesting to assess the representations of the actors about the philosophy that supported it, for the limited number of studies done on the subject makes this approach quite pressing. Due to the fact that this thesis is developed from a case study, we have opted to compare the leadership practices based on two management examples, D/L 115- A /98 and D/L 75/2008. Our decision was reinforced by the fact that the school manager who is now the Principal, used to be the ex President of the Executive Council. In line with the previous question, we looked into the type of leader and of leadership that could be observed at the school. We registered this study in a paradigm of constructive inspiration, that translated into an intentional assumption of an ontological relativism and an epistemological subjectivity, in the attempt to demarcate ourselves from a positive paradigm. In this context, our option for qualitative methodology that prioritizes “the context of the discovery” in the detriment to the “context of verification” begins to take shape. For the approach to our problem, we developed a conceptual theory - scenario under the observance of the idea of “the school’s dual functional role” (diptych), and founded on the particularity of the problematic and on the investigation assumption, namely in the singularity of the context.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Administração Educacional
Palavras-chave
Organização escolar , Diretores de estabelecimentos de ensino , Liderança , Escolas secundárias , Escola pública portuguesa