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Programa TEIP – quais os efeitos da política pública na redução das desigualdades? Estudo de Caso no Agrupamento de Escolas de Vila do Bispo
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A presente investigação visa conhecer quais as percepções dos atores que implementam
o Programa Territórios Educativos de Intervenção Prioritária (TEIP) no Agrupamento
de Escolas de Vila do Bispo, desde 2021. Esta política educativa acompanha um
conjunto de medidas cuja finalidade é o combate das desigualdades sociais e escolares.
As desigualdades sociais são um dos grandes desafios desde sempre e a sua
compreensão não é fácil, pelo que a sociologia tem contribuindo ativamente na
construção de várias teorias. A posse de determinados capitais atribui vantagens a uns
em detrimento de outros, o que se reflete na igualdade de oportunidades na educação.
Deste modo, consideramos que a escola enquanto instituição tem a responsabilidade de
contribuir para uma sociedade mais justa. Todavia, amiúde, o que ocorre é a
perpetuação e a legitimação das desigualdades sociais na escola. Parece existir um
estigma quanto às escolas TEIP, o que contribui para visões negativas acerca dos
contextos e dos alunos. Destacamos a importância dos profissionais que trabalham na
escola - burocratas de nível de rua - responsáveis pela implementação da política
pública a nível local.
Metodologicamente, o estudo segue uma orientação qualitativa com recurso a análise
documental e à realização de um estudo de caso. A análise do estudo de caso procurou
compreender a percepção que os atores sociais pertencentes à equipa TEIP possuem
acerca da comunidade educativa, e sobre a implementação do programa, bem como as
suas vantagens e desvantagens.
O resultado da investigação indica que os atores associam as desigualdades sociais
como os principais motivos das desigualdades escolares. A relação com a comunidade é um dos indicadores a que se dá mais ênfase, pois as entrevistadas consideram que a
participação é fraca. No entanto, a literatura reforça a importância do envolvimento da
comunidade para a concretização dos objetivos do projeto educativo e do Programa
TEIP. Outro indicador é o papel que o professor deveria exercer: este é considerado o
burocrata de nível de rua, o principal implementador da política pública.
This research aims to find out the perceptions of the actors who have been implementing the Educational Territories of Priority Intervention Program (TEIP) in the Vila do Bispo School Group since 2021. This educational policy accompanies a set of measures aimed at combating social and school inequalities. Social inequalities have always been a major challenge and understanding them is not easy, which is why sociology has actively contributed to the construction of various theories. The possession of certain capital gives advantages to some to the detriment of others, which is reflected in equal opportunities in education. We therefore believe that the school, as an institution, has a responsibility to contribute to a fairer society. However, what often happens is that social inequalities are perpetuated and legitimized at school. There seems to be a stigma about TEIP schools, which contributes to negative views about the contexts and the students. We highlight the importance of the professionals who work in the school - street-level bureaucrats - who are responsible for implementing public policy at local level. Methodologically, the study is qualitative, using documentary analysis and a case study. The analysis of the case study sought to understand the perception that the social actors belonging to the TEIP team have about the educational community, and about the implementation of the program, as well as its advantages and disadvantages. The results of the research show that the actors associate social inequalities as the main reasons for school inequalities. The relationship with the community is one of the indicators most emphasized, as the interviewees consider participation to be weak. However, the literature reinforces the importance of community involvement in achieving the objectives of the educational project and the TEIP Program. Another indicator is the role that teachers should play: they are the bureaucrats at street level, the main implementers of public policy.
This research aims to find out the perceptions of the actors who have been implementing the Educational Territories of Priority Intervention Program (TEIP) in the Vila do Bispo School Group since 2021. This educational policy accompanies a set of measures aimed at combating social and school inequalities. Social inequalities have always been a major challenge and understanding them is not easy, which is why sociology has actively contributed to the construction of various theories. The possession of certain capital gives advantages to some to the detriment of others, which is reflected in equal opportunities in education. We therefore believe that the school, as an institution, has a responsibility to contribute to a fairer society. However, what often happens is that social inequalities are perpetuated and legitimized at school. There seems to be a stigma about TEIP schools, which contributes to negative views about the contexts and the students. We highlight the importance of the professionals who work in the school - street-level bureaucrats - who are responsible for implementing public policy at local level. Methodologically, the study is qualitative, using documentary analysis and a case study. The analysis of the case study sought to understand the perception that the social actors belonging to the TEIP team have about the educational community, and about the implementation of the program, as well as its advantages and disadvantages. The results of the research show that the actors associate social inequalities as the main reasons for school inequalities. The relationship with the community is one of the indicators most emphasized, as the interviewees consider participation to be weak. However, the literature reinforces the importance of community involvement in achieving the objectives of the educational project and the TEIP Program. Another indicator is the role that teachers should play: they are the bureaucrats at street level, the main implementers of public policy.
Descrição
Palavras-chave
Desigualdades sociais Desigualdades escolares Vila do Bispo TEIP Burocratas de nível de rua Política educativa Social inequalities School inequalities Street-level bureaucrats Education policy