Repositório RCAAP

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The traditional model of pedagogical organization of the school is inadequate to the diversity of publics that it receives and to the new missions assigned to it. The search for a solution presupposes a focus on contextualized organization and management issues. This article aims to make known a research carried out in a public school, integrated in the TEIP3 program and with autonomy contract, whose purpose is to understand and reflect how this school is organized to promote the school success of its students. The study is qualitative and the methodology adopted is part of the interpretative paradigm, structured in a case study. The analysis of the data collected from the pedagogical managers and the students shows the impacts of the new redesign of the pedagogical and curricular management in the teaching work and in the students learning.

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This paper is part of a study conducted in Educational Administration. The study object is the role of Informatics Platforms (IP) in public schools’s organization and management. The study was focused on the perceptions related with both the concept and the role of IP, as well as on IP implications in director’s actions and state’s regulatory role. The methodological approach was a qualitative research study. Semi-structured interviews to school directors as well as to decision-makers from “Central Administration of Education” were conducted and content analysis was carried out based on a mixed categorization system supported by qualitative data analysis software. Results demonstrate that IP play a central role in school management, namely as facilitators in school director’s actions, by providing access to important data. However, IP can also be responsible for the alienation of school director’s role. The study made it possible to understand that the role and action of the state is to control and exercise anonymous power. Despite the fact that modernization and decentralization are advocated as state’s goals, the study provides evidence that IP enable the state to perform its regulatory role, thus reinforcing state’s control centralization models.

The new balances between the state, teachers, parents, local government administration and the community in general in the administration of education and in the local socio-educational regulation there is a whole field open to new conceptions in the management of public education networks. As pedagogical actions are what work and tend to occur mainly in the classroom space, for a better understanding of them it is necessary to call for perspectives of analysis that do not ignore the compositional structure of the class as a critical factor of school performance. Hence the idea of exploring interactions between school results, contextual factors and inputs associated with pedagogical dynamics, aiming at the contextual analysis and projection of the class’s school results, reflecting school year commitments in each of the class groups and inducing the decentralization of the focus of discussion of external compositional factors for targets related to the pedagogical dynamics, methodologies and work processes adopted, organizational criteria for the constitution of groups and the distribution of teaching, education support workers and other resources, curricular practices and evaluation criteria. In the technical instrumental plan, we used two models of analysis and contextualized projection of the school performance of the class: the method of partial least squares (PLS), particularly suitable when there are several explanatory variables and correlated results with each other and if there are a small number of observation cases; the method of class contextual scores (MSC), whose algorithm we developed, is supported by the intensity and correlative sense between each of the contextual variables of the class and the result variables allowing the projection of minimum school commitments and the respective readjustment for each of the classes according to the contextual score of each one.

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Through Decree-Law No. 55/2018, the Portuguese government challenged schools to fully assume the so-called project of curriculum autonomy and flexibility. Is it possible to develop the autonomy of schools in substantive terms through flexible curriculum management or is that government decision based on a managerial conception of curriculum management autonomy, therefore limited to local management practices of an operational type? This paper discusses this problem in terms of political and organizational analysis, presenting doubts, questions and research hypotheses.

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The character and performance of managers has been a traditional topic in the literature on school organization and management. However, progressive educational decentralization, institutional autonomy and the need to improve school results have enhanced the interest in deepening pedagogical leadership. In this context, we refer to managers as agents of change who focus on training processes and are oriented to solve the problems of teaching-learning. Teachers’ team coordinators can be considered as instructional leaders if they act strategically, lead and not only manage and promote dynamics addressed to acting, analyzing and learning from practice. They work with the didactic departments and with the educational teams, analyzing the problems of professional practice, the answers that could be given (their own or learnt through training) and making decisions about the changes to be made and reviewed. Somehow, they promote and enhance the creation of new pedagogical knowledge with appropriate cultural strategies, ensuring the institutionalization of satisfactory results. Besides, they work collaboratively and seek to realize the maximum link between personal development, professional development, institutional development and social development.