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Advisor(s)
Abstract(s)
O presente trabalho analisa a integração/participação da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico (CEB) num Agrupamento, as suas implicações a nível organizacional nos departamentos curriculares e na ação/participação dos coordenadores de departamento curricular. Igualmente, analisa a influência desta integração no clima de escola, na compatibilização de culturas e de práticas profissionais.
As permanentes alterações e pressões a que a escola tem estado sujeita pelas orientações nacionais (produção contínua de legislação), pelos mass-média (pressões sobre os professores, pais, alunos), pelos próprios agentes educativos, pela comunidade educativa e pelos avanços tecnológicos, tornam pertinente analisar os efeitos da integração/associação de escolas na gestão da Educação Pré-Escolar e do 1º CEB. Assim, estabelecemos quatro eixos de análise que consideramos essenciais para este estudo: 1) nova identidade do Agrupamento organizacional e culturalmente integradora; 2) autonomia relativa dos professores da Educação Pré-Escolar e do 1º CEB; 3) articulação e integração do trabalho docente e curricular; 4) motivação profissional dos docentes.
A metodologia utilizada nesta investigação é de natureza qualitativa, com análise de conteúdo significativo para as respostas abertas das entrevistas realizadas aos Coordenadores de Departamento Curriculares e Diretor do Agrupamento de Escolas Flor de Cerejeira (nome fictício que atribuímos ao agrupamento em estudo); e ainda a análise estatística descritiva de frequências observadas para as categorias em análise nos questionários (efetuadas a todos os educadores de infância e professores do 1º CEB, em serviço no Agrupamento).
Os resultados obtidos indicam que a produção contínua de legislação são factores de «stress», de angústia e de desânimo mas que não interferem no trabalho docente. A relevância da composição do Conselho Pedagógico só com docentes, assim como a eleição dos coordenadores de departamento pelos seus pares, apesar de propostos pelo diretor e a sua integração são uma mais-valia nos órgãos de gestão intermédia do Agrupamento. A promoção da articulação curricular visa a aproximação dos docentes, a troca de experiências e materiais pedagógicos, a avaliação e a reflexão das estratégias e das aprendizagens.
Como pontos fortes, verificamos a boa relação com as diversas instituições da comunidade, a disponibilidade, a motivação e o empenho dos profissionais, assim como o bom relacionamento entre a comunidade educativa, o que favorece um bom clima escolar.
Relativamente aos pontos fracos, constatamos que a nível da educação pré-escolar e 1º Ciclo, existe uma uniformização de acordo com os outros níveis de ensino, a nível das regras, dos registos, documentos/avaliação, perdendo assim a sua especificidade. A ausência de projetos comuns nos jardins de infância e na escola básica 1 contribui para fragilizar a articulação e a sequencialidade pedagógica entre estes níveis de ensino. A participação dos educadores de infância e professores do 1º CEB na Escola/Agrupamento é fragilizada pela fraca representatividade nas dinâmicas decisórias e organizativas do Agrupamento de Escolas.
Com base nos dados apurados, elaborámos um plano de intervenção/melhoria para o desenvolvimento organizacional do Agrupamento de Escolas Flor de Cerejeira e para os seus educadores de infância e professores do 1º CEB cujas linhas orientadoras são:
- promover uma cultura de agrupamento, em que os professores e Coordenador do Departamento Curricular, se sintam parte integrante e construtora da organização/instituição; e
- promover uma melhor articulação e sequencialidade entre os diferentes níveis de ensino de acordo com os eixos de análise previamente estabelecidos.
The present work analyses the integration/participation of Preschool Education and 1st Cycle of Middle School (CMS) in a Grouping, its implications on the organizational level in the curricular departments and the action/participation of the coordinators of curricular department. It also analyses the influence of this integration in the school environment, in the coexistence of cultures and professional practice. The permanent adjustments and pressures that the school has been subjected by the national orientations (continuous production of legislation), by the media (pressures on teachers, parents, pupils), by the educative agents, the educative community and by technological improvements, it is relevant to analyse the effect of the integration/association of schools in the management of the Preschool Education and 1st CMS. Thus, we establish four lines of analysis that we consider essential for this study: 1) new identity of the Grouping organizationally and culturally; 2) relative autonomy of the teachers of Preschool Education and 1st CMS; 3) articulation and integration of the teaching and curricular work; 4) professional motivation of teachers. The methodology used in this inquiry is of qualitative nature, with analysis of significant content for the open answers of the interviews carried through to the Curricular Coordinators of Department and the Director of the Grouping Schools Flower of Cerejeira (fictitious name attributed to the grouping in study); and the statistic descriptive analysis of frequencies observed by the categories in analysis in the questionnaires (implemented to all infant teachers and 1st CMS teachers, of the Grouping). The results indicate that the continuous production of legislation is a “stress” factor, of anguish and disappointment, but they do not interfere with the teaching work. The relevance of the composition of the Pedagogical Board only with teachers, as well as, the election of the department coordinators by its pairs, although they are proposed by the Director, and its integration they are a more-value in the intermediate management of the Grouping. The promotion of the curricular articulation aims the approach of teaches, the pedagogical exchange of experiences and materials, the evaluation and the reflection of the strategies and learning. As strong points, we verify the good relation with the different institutions of the community, the availability, the motivation and the persistence of the professionals as well as the good relationship between the educative community that promotes a good atmosphere. Relatively to the weak points, we realised that at the level of the preschool education and 1st Cycle, there is a standardization, of the rules, of the registers, documents/evaluation with the other levels of education, therefore losing its specificity. The absence of common projects in preschools and 1st cycle schools also contributes to weaken the pedagogical continuation and articulation between these levels of education. The participation of preschool and 1st CMS teachers in the School/Grouping is damaged by the feeble representation in the organizational dynamic of the Grouping of Schools. On the basis of the obtained data, we established an intervention/improvement plan for the organizational development of the Grouping of Schools Flower of Cerejeira and for its preschool and 1st CMS, whose leading lines are: - to promote a grouping culture, where the teachers and the Coordinator of the Curricular Department feel part and maker of the organization/institution; and - to promote a better continuation and articulation between the different levels of education in accordance with the axles of analysis previously established.
The present work analyses the integration/participation of Preschool Education and 1st Cycle of Middle School (CMS) in a Grouping, its implications on the organizational level in the curricular departments and the action/participation of the coordinators of curricular department. It also analyses the influence of this integration in the school environment, in the coexistence of cultures and professional practice. The permanent adjustments and pressures that the school has been subjected by the national orientations (continuous production of legislation), by the media (pressures on teachers, parents, pupils), by the educative agents, the educative community and by technological improvements, it is relevant to analyse the effect of the integration/association of schools in the management of the Preschool Education and 1st CMS. Thus, we establish four lines of analysis that we consider essential for this study: 1) new identity of the Grouping organizationally and culturally; 2) relative autonomy of the teachers of Preschool Education and 1st CMS; 3) articulation and integration of the teaching and curricular work; 4) professional motivation of teachers. The methodology used in this inquiry is of qualitative nature, with analysis of significant content for the open answers of the interviews carried through to the Curricular Coordinators of Department and the Director of the Grouping Schools Flower of Cerejeira (fictitious name attributed to the grouping in study); and the statistic descriptive analysis of frequencies observed by the categories in analysis in the questionnaires (implemented to all infant teachers and 1st CMS teachers, of the Grouping). The results indicate that the continuous production of legislation is a “stress” factor, of anguish and disappointment, but they do not interfere with the teaching work. The relevance of the composition of the Pedagogical Board only with teachers, as well as, the election of the department coordinators by its pairs, although they are proposed by the Director, and its integration they are a more-value in the intermediate management of the Grouping. The promotion of the curricular articulation aims the approach of teaches, the pedagogical exchange of experiences and materials, the evaluation and the reflection of the strategies and learning. As strong points, we verify the good relation with the different institutions of the community, the availability, the motivation and the persistence of the professionals as well as the good relationship between the educative community that promotes a good atmosphere. Relatively to the weak points, we realised that at the level of the preschool education and 1st Cycle, there is a standardization, of the rules, of the registers, documents/evaluation with the other levels of education, therefore losing its specificity. The absence of common projects in preschools and 1st cycle schools also contributes to weaken the pedagogical continuation and articulation between these levels of education. The participation of preschool and 1st CMS teachers in the School/Grouping is damaged by the feeble representation in the organizational dynamic of the Grouping of Schools. On the basis of the obtained data, we established an intervention/improvement plan for the organizational development of the Grouping of Schools Flower of Cerejeira and for its preschool and 1st CMS, whose leading lines are: - to promote a grouping culture, where the teachers and the Coordinator of the Curricular Department feel part and maker of the organization/institution; and - to promote a better continuation and articulation between the different levels of education in accordance with the axles of analysis previously established.
Description
Keywords
Integração Participação Clima de escola Autonomia relativa Articulação curricular Motivação profissional