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Liderança e projecto educativo de escola: relações, dicursos e práticas.
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Abstract(s)
A hodiernidade reveste-se de imprevisibilidade e de alguma consternação
perante um futuro desconhecido e repleto de incertezas. As escolas, de hoje, enfrentam
diversas dificuldades perante a mudança e o futuro, pelo que se torna inadiável a
adequação e o alinhamento dos procedimentos que lhes permitam encontrar respostas e
novos contornos, no sentido de cumprir a sua missão de serviço público.
Assim, é reconhecida a urgência de mudança na dinâmica destas organizações,
quer a nível pedagógico, quer a nível organizacional. Torna-se, deste modo, imperioso
abordar a problemática do Projecto Educativo de Escola (PEE) como um instrumento à
sua disposição para um total reajustamento às exigências de uma sociedade cada vez
mais complexa.
No quadro da progressiva autonomia dos estabelecimentos de ensino em que se
vive hoje, temos por um lado, o líder escolar que ganha uma nova dimensão porquanto é
colocado “no centro estratégico de um desenvolvimento organizacional que se pretende
coeso, eficaz e de qualidade” (Costa, 2000: 30) e por outro, o PEE como o espaço por
excelência para a concretização dessa autonomia, constituindo-se ponto de referência na
tomada de decisões que, entendido como um documento de planificação global, define a
estratégia da escola e explicita a sua visão e a sua missão.
Deste modo, partindo do pressuposto que os líderes de qualidade assumem um
papel fundamental, se não imprescindível, na definição do rumo da escola, “na
qualidade de facilitadores dos processos de inovação e mudança” (Costa, 2003c: 1334),
é essencial estabelecer uma relação entre a postura do líder e o PEE. Assim, como é
determinante percepcionar de que forma o líder permite e promove o envolvimento e a
participação crítica da comunidade educativa no processo de desenvolvimento deste
documento estratégico.
Neste pressuposto, a escola do 1º ciclo surge, no contexto do Sistema Educativo,
com particularidades próprias que lhe conferem igual complexidade, relativamente às
suas congéneres, pelas variáveis em interacção constante. Também a liderança neste
grau de ensino se apresenta com especificidades próprias, que caracterizam uma gestão
e uma organização estratégica particular.
Embora surja na lei mais tardiamente em relação a outros graus de ensino, o PEE
assume-se, neste contexto, como um meio através do qual a escola pode promover o
envolvimento da comunidade educativa sob a orientação fundamental de um líder eficaz
na definição do rumo da escola. Pretendemos, assim, saber se o líder promove e permite
o envolvimento da comunidade educativa na preparação da resposta que oferece, apesar
dos entraves que possam ocorrer.
Nesta perspectiva, realizámos o trabalho de investigação empírica, que aqui
apresentamos, numa escola pública do 1º ciclo do ensino básico com pré-escolar da
Região Autónoma da Madeira, cuja principal finalidade é compreender de que forma a
líder influencia o processo de desenvolvimento do PEE, em conformidade com o(s)
seu(s) estilo(s) de liderança.
Para isso, recorremos a uma abordagem qualitativa e quantitativa, numa
aproximação ao estudo de caso, com recurso às técnicas de entrevista e de inquéritos
por questionário.
Para melhor compreendermos a actuação da líder, determinámos o(s) estilo(s) de
liderança que esta privilegia (Transformacional, Transaccional e Laissez – Faire) e a
sua influência no processo de desenvolvimento do PEE, através das percepções do
corpo docente, de alguns intervenientes mais directos da comunidade educativa e da
opinião da própria líder da escola.
The present times are fraught with the unforeseeable and with some consternation vis-à-vis an unknown future, full of uncertainties. Today’s schools face several difficulties due to changes and to the future, thus, the need to establish the adequacy and the alignment of procedures is unpostponable, it will allow them to find answers and new contours towards the accomplishing of their public service mission. The urgency of changing the dynamics of these institutions is acknowledged both in a pedagogical and organizational level. It is imperative to broach the problematic posed by the “Projecto Educativo de Escola” (PEE) as a tool at their disposal for a total readjustment to the demands of an increasingly complex society. Under the progressive autonomy of teaching institutions which we live today, we have, on one hand, the school leader who gain a new dimension as he is placed “in the strategic centre of an organizational development which everyone wants to be cohesive, efficient and of quality” (Costa, 2000:30), and on the other hand, the PEE as, pre-eminently, the space to make that autonomy real, constituting itself as point of reference in the making process decision, which, understood as a document of global planning, it describes the school’s strategy and renders its mission and vision explicit. This way, assuming that quality leaders have a fundamental, if not indispensable, role in the definition of the school’s course, acting “as facilitators of the innovation and change processes” (Costa 2003c:1334), it is essential to establish a relationship between the leader’s posture and that of the PEE. Determinant as well, is to understand in which way the leader allows and promotes the involvement and critical participation of the educational community in the development process of this strategic document. As such, the first cycle schools emerge in the Educational System context with their own peculiarities which confers them equal complexity as compared to similar institutions due to variables in constant interaction. Also, leadership at this level of teaching presents itself with its own specificities which characterise a particular strategic management and organization. Although, it later appears in law in relation to other levels of teaching, the PEE assumes itself in this context, as a means through which the school may promote the involvement of the educational community under the fundamental guidance of an effective leader in determining the course of the school. By this, we intend to find out if the leader promotes and allows the involvement of the educational community in preparing the answers, despite the obstacles that may arise. In this perspective, we have done the empiric research, presented here in a first cycle basic teaching public school combined with pre-school of the Madeira Autonomous Region, which the main purpose is to understand how the school leader may influence the development process of the PEE according to their leadership styles. A qualitative and quantitative approach was used with the purpose of learning about this case study, resorting to interview techniques and inquiries by questionnaire. To understand better the performance of the leader, we have determined the leadership styles that she emphasizes (Transformational, Transactional or Laissez Faire) and her influence in the development process of the PEE, through the perceptions of the teaching staff and of some people more directly involved in the educational community, as well as the opinion of the school leader herself.
The present times are fraught with the unforeseeable and with some consternation vis-à-vis an unknown future, full of uncertainties. Today’s schools face several difficulties due to changes and to the future, thus, the need to establish the adequacy and the alignment of procedures is unpostponable, it will allow them to find answers and new contours towards the accomplishing of their public service mission. The urgency of changing the dynamics of these institutions is acknowledged both in a pedagogical and organizational level. It is imperative to broach the problematic posed by the “Projecto Educativo de Escola” (PEE) as a tool at their disposal for a total readjustment to the demands of an increasingly complex society. Under the progressive autonomy of teaching institutions which we live today, we have, on one hand, the school leader who gain a new dimension as he is placed “in the strategic centre of an organizational development which everyone wants to be cohesive, efficient and of quality” (Costa, 2000:30), and on the other hand, the PEE as, pre-eminently, the space to make that autonomy real, constituting itself as point of reference in the making process decision, which, understood as a document of global planning, it describes the school’s strategy and renders its mission and vision explicit. This way, assuming that quality leaders have a fundamental, if not indispensable, role in the definition of the school’s course, acting “as facilitators of the innovation and change processes” (Costa 2003c:1334), it is essential to establish a relationship between the leader’s posture and that of the PEE. Determinant as well, is to understand in which way the leader allows and promotes the involvement and critical participation of the educational community in the development process of this strategic document. As such, the first cycle schools emerge in the Educational System context with their own peculiarities which confers them equal complexity as compared to similar institutions due to variables in constant interaction. Also, leadership at this level of teaching presents itself with its own specificities which characterise a particular strategic management and organization. Although, it later appears in law in relation to other levels of teaching, the PEE assumes itself in this context, as a means through which the school may promote the involvement of the educational community under the fundamental guidance of an effective leader in determining the course of the school. By this, we intend to find out if the leader promotes and allows the involvement of the educational community in preparing the answers, despite the obstacles that may arise. In this perspective, we have done the empiric research, presented here in a first cycle basic teaching public school combined with pre-school of the Madeira Autonomous Region, which the main purpose is to understand how the school leader may influence the development process of the PEE according to their leadership styles. A qualitative and quantitative approach was used with the purpose of learning about this case study, resorting to interview techniques and inquiries by questionnaire. To understand better the performance of the leader, we have determined the leadership styles that she emphasizes (Transformational, Transactional or Laissez Faire) and her influence in the development process of the PEE, through the perceptions of the teaching staff and of some people more directly involved in the educational community, as well as the opinion of the school leader herself.
Description
Keywords
Escola Mudança Projecto educativo Liderança Autonomia Participação School Change Educational project Leadership Autonomy Participation Ciências da Educação - Administração Educacional . Departamento de Ciências da Educação Faculdade de Ciências Sociais