A administração da educação primária entre 1926 e 1995: que participação dos professores na organização da escola e do processo educativo?

• Author(s): Ferreira, Henrique da Costa
• Date: 2006
• Persistent ID: http://hdl.handle.net/10198/4443
• Origin: Biblioteca Digital do IPB
• Subject(s): Administração; Educação Primária; Organização; Participação; Professores; Processo educativo
• Document Type: Doctoral thesis
• Language: Portuguese
• Advisor(s): Simões, João Formosinho
• Contributor(s): Biblioteca Digital do IPB

Description

The administration of the primary school from 1926 to 1995 – what participation do teachers have in the organisation of school and in the educational process? Abstract Our work, entitled “The Administration of the Primary School from 1926 to 1995 – What Participation Do Teachers Have in the Organisation of School and in the Educational Process?”, is based on the study of the participation of teachers in the Administration of the Primary School / 1st Cycle of Basic School. The studies of Licínio LIMA (1992; 1998 and 2003) on organisation and participation in the Portuguese Secondary School represent the main basis for our study. His study made the inventory of the configuration of ways of creating rules and forms of participation in school, and proposed the dispute between “announced participation” and “practised participation” Considering this source, the three main goals that we want to achieve in our study are the following: - to analyse the contribution of the theory of the political systems (chapters II to V) and of the organisational theory (chapter VI) to a participation / non-participation theory in the organisations and, particularly, in the educational organisations; - to analyse the representative forms of the State and Educational Administration in Primary school in our study. In order to achieve this, one took into account the contributions of the theory on political systems, hypothesising the existence of substantial differences in the two periods for study: 1926-1974, corresponding to the authoritarian and administrative State and 1974-1995, corresponding to the socio-liberal and democratic pluralist State (chapters VII to IX). - to compare the “official participation attributed” with “the practised participation”, based on interviews applied to two groups of 12 teachers: one group of teachers that taught between 1946 and 1990 and the other that taught between 1960 and 1995 (chapter X). In chapter I, the author conceptualises the problematic of the participation as a strategy of social and personal development related to the educational process and to the democratisation of society, focusing on the threats of Neoliberalism and managerial movements for efficiency and productivity, which co-opt and manipulate the participation as a social management technology. Due to the temporal extension of this study, the author uses three theoretical approaches: the structural-functional approach, compatible with the rational-bureaucratic-mechanical systems; the strategic action approach, compatible with the systems just mentioned, and with the professional bureaucracies; the political approach, compatible with the professional bureaucracies and with the loosely coupled systems. The main conclusions of this study are the ones that follow: 1) the strategic action of the ‘actors’ overlap the restraints imposed to school in the first term;2) the partial freedom of the ‘actors’ in the pedagogical area was preserved in that term; 3) the Portuguese Primary School, in the second term, tends to professional bureaucracy and to ‘adhocracy’, inside school, and to the System weakly articulated, among schools; 4) these characteristics allowed an effective participation in the curricular / pedagogical management, only limited by the shortage of material and financial resources.

PRODEP, Instituto Politécnico de Bragança e Universidade do Minho