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EQUIPAS EDUCATIVAS Um estudo de caso
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Resumo(s)
O trabalho que aqui se apresenta insere-se no âmbito do Mestrado em Ciências da Educação - Gestão Escolar, tendo como tema as “Equipas Educativas” e por objeto de estudo a perceção que os docentes de um dado Agrupamento têm quanto à influência que estas estruturas organizativas têm no sucesso educativo dos seus alunos.
A pertinência deste tema resulta da implementação do Decreto-Lei n.º 55/2018 de 6 de julho, no qual se promovem estratégias de Autonomia e Flexibilidade Curricular que permitam aos alunos não só adquirir os conhecimentos relativos às Aprendizagens Essenciais de cada disciplina, mas também as competências previstas no Perfil dos Alunos à Saída da Escolaridade Obrigatória.
Este diploma prevê a implementação de dinâmicas de trabalho pedagógico preferencialmente por Equipas Educativas, o que foi imediatamente posto em prática no Agrupamento em estudo.
No presente estudo desenvolveu-se uma investigação, por Estudo de Caso, focada no corpo docente do Agrupamento em estudo, onde se procura dar resposta à seguinte questão: Que perceção têm os professores quanto às implicações que o modelo das Equipas Educativas implementado no Agrupamento de Escolas X têm relativamente ao sucesso dos alunos? Desta forma pretende-se cumprir os seguintes objetivos: Analisar as perceções dos professores quanto à eficácia das Equipas Educativas na promoção do sucesso dos alunos e também identificar aspetos facilitadores e oportunidades de melhoria do modelo de Equipas Educativas implementado neste Agrupamento.
Este é um estudo qualitativo baseado em análise documental de documentos do próprio Agrupamento, como o Regulamento Interno e o Projeto Educativo, e de onde se retiraram informações relativas à organização e estruturação do modelo de Equipas Educativas aqui implementado, assim como em entrevistas a docentes selecionados de acordo com as funções que exercem e a representatividade que têm face ao restante corpo docente, nas quais se procurou encontrar suporte para as respostas obtidas através de um questionário aplicado a todos os docentes do Agrupamento.
O estudo indicia que o modelo de Equipas Educativas implementado neste Agrupamento de Escolas é bem aceite pelos docentes como potenciador do trabalho colaborativo e de articulação interdisciplinar, mas não é por si só uma ferramenta com influência direta nos resultados escolares dos alunos.
The work presented here is part of the Master’s degree in Educational Sciences – School Management, focusing on “Educational Teams” and studying the perception that teachers from a given school cluster have regarding the influence that these organizational structures have on their students’ educational success. The relevance of this topic stems from the implementation of Decree-Law No. 55/2018 of 6 July, which promotes strategies of Autonomy and Curricular Flexibility that enable students not only to acquire the knowledge related to the Essential Learnings of each subject, but also the competences set out in the Profile of Students Leaving Compulsory Education. This legal framework provides for the implementation of pedagogical work dynamics preferably through Educational Teams, which was immediately put into practice in the school cluster under study. In the present study, research was conducted through a Case Study, focused on the teaching staff of the school cluster under analysis, seeking to answer the following question: What is teachers’ perception regarding the implications of the Educational Teams model implemented in School Cluster X for student success? In this way, the following objectives are pursued: to analyse teachers’ perceptions regarding the effectiveness of Educational Teams in promoting student success, and to identify facilitating factors and opportunities for improvement in the Educational Teams model implemented in this cluster. This is a qualitative study based on documentary analysis of the school cluster’s own documents, such as the Internal Regulations and the Educational Project, from which information was obtained regarding the organisation and structuring of the Educational Teams model implemented here, as well as on interviews with selected teachers according to the roles they perform and their representativeness within the teaching staff. These interviews sought to support the responses obtained through a questionnaire administered to all teachers in the cluster. The study indicates that the Educational Teams model implemented in this school cluster is well accepted by teachers as a promoter of collaborative work and interdisciplinary articulation, but it is not, in itself, a tool with a direct influence on students’ academic results.
The work presented here is part of the Master’s degree in Educational Sciences – School Management, focusing on “Educational Teams” and studying the perception that teachers from a given school cluster have regarding the influence that these organizational structures have on their students’ educational success. The relevance of this topic stems from the implementation of Decree-Law No. 55/2018 of 6 July, which promotes strategies of Autonomy and Curricular Flexibility that enable students not only to acquire the knowledge related to the Essential Learnings of each subject, but also the competences set out in the Profile of Students Leaving Compulsory Education. This legal framework provides for the implementation of pedagogical work dynamics preferably through Educational Teams, which was immediately put into practice in the school cluster under study. In the present study, research was conducted through a Case Study, focused on the teaching staff of the school cluster under analysis, seeking to answer the following question: What is teachers’ perception regarding the implications of the Educational Teams model implemented in School Cluster X for student success? In this way, the following objectives are pursued: to analyse teachers’ perceptions regarding the effectiveness of Educational Teams in promoting student success, and to identify facilitating factors and opportunities for improvement in the Educational Teams model implemented in this cluster. This is a qualitative study based on documentary analysis of the school cluster’s own documents, such as the Internal Regulations and the Educational Project, from which information was obtained regarding the organisation and structuring of the Educational Teams model implemented here, as well as on interviews with selected teachers according to the roles they perform and their representativeness within the teaching staff. These interviews sought to support the responses obtained through a questionnaire administered to all teachers in the cluster. The study indicates that the Educational Teams model implemented in this school cluster is well accepted by teachers as a promoter of collaborative work and interdisciplinary articulation, but it is not, in itself, a tool with a direct influence on students’ academic results.
Descrição
Palavras-chave
Autonomia Flexibilidade curricular Equipas Educativas Sucesso Educativo