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Um Império de previsões. Os Serviços de Centralização e Coordenação de Informações de Moçambique e a Governança Colonial do Islão (1961-1974)
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Orientador(es)
Resumo(s)
Este estudo centra-se na investigação da diferença que a escola faz no
desempenho académico dos alunos que, num contexto socialmente desfavorável,
obtêm bons resultados.
Socorremo-nos da conceptualização que a literatura fornece sobre a teoria da
eficácia escolar, do contributo da cultura organizacional de escola e da própria legislação
educativa nacional para a leitura de práticas escolares desenvolvidas. Suportamo-nos
empiricamente num estudo de caso múltiplo composto por oito agrupamentos de
escola de seis concelhos do Alto Alentejo em situação de contiguidade geográfica. Os
dados recolhidos têm origem nas entrevistas realizadas aos diretores dos agrupamentos,
nos instrumentos de autonomia dos agrupamentos e nos Relatórios de Avaliação
Externa. Esta informação é cruzada com os dados estatísticos que caracterizam os
agrupamentos (classificações interna final e externa, população estudantil e docente). O
contexto social e familiar não pode ser ignorado na investigação ao desempenho escolar
por isso os concelhos são caracterizados em termos demográficos, nível de escolarização
e poder de compra, realidade produtiva da população e desemprego. Os dados
estatísticos foram fornecidos pelo Projeto ATLAS DA EDUCAÇÃO coordenado pelo
Professor Doutor David Justino e que nos últimos três anos forneceu conhecimento
sobre contextos sociais e locais do sucesso e insucesso nacional.
Concebemos a escola capaz de contrariar os condicionalismos sociais pela cultura
organizacional de escola que cada agrupamento revela. É a cultura que cada escola
revela que orienta a apropriação que os agrupamentos fazem da teoria da eficácia
escolar. A atuação das escolas orienta-se por uma legislação educativa nacional que é
transversal, mas apropriada e implementada de modo diferenciado por cada escola. Tentamos ampliar os fatores internos das escolas capazes de fazer a diferença no
desempenho escolar dos alunos, contribuindo com uma variância investigativa que se
junta aos estudos centrados nos docentes, na indisciplina ou na liderança escolar.
Concluímos que escolas mais atentas à teoria da eficácia escolar, que são
cumpridoras da legislação e que se mostram criativas nas práticas de sucesso escolar
obtém melhores desempenhos, mostrando que a escola pode fazer a diferença para
contrariar as origens dos alunos mais desfavorecidos. Um segundo nível de constatação
prende-se com o facto de a legislação que prevê uma maior cooperação entre escola e
família encontra-se na generalidade por implementar.
Com este estudo almejamos engrossar o conhecimento que se tem da escola,
permitindo uma identificação de práticas promotoras de sucesso que os agrupamentos
desenvolvem para fazer face ao contexto em que se inserem e ao contexto que os
habita.
This study focuses on researching the difference that school can make in students’ academic performance despite the unfavourable social context. We depart from the theory of school effectiveness, the contribution of school organizational culture and the national educational legislation to research the different practices developed by each school. We are empirically supported in a multiple case study composed of eight school clusters from six counties of Alto Alentejo in a situation of geographical contiguity. The data collected come from the interviews conducted with the group directors, the group autonomy instruments, and the External Evaluation Reports. This information is cross-referenced with the statistical data characterizing the schools (internal and final classifications, student population and teachers). The social and family context cannot be ignored when we are investigating school performance, so the municipalities where each school cluster is inserted are characterized in demographic terms, level of schooling and purchasing power, productive reality of the population and unemployment. The statistical data was taken from ATLAS EDUCATION Project coordinated by Professor David Justino, which in the last three years has provided knowledge about social and local contexts of national success and failure. We conceive the school capable of counteracting social constraints through the level of organizational culture present in each cluster. It is the culture revealed by each school cluster that guides the appropriation of the theory of school effectiveness. The performance of the schools is guided by a national educational legislation that is transversal but enacted by each school in a different way. We tried to expand the internal factors of schools that can make a difference in the students' school performance, contributing with a variance of research that joins the studies centred on teachers, indiscipline, or school leadership. We have concluded that clusters that pay more attention to the theory of school efficiency, prone to enact legislation and are more creative in success practices are the ones who tend to achieve better average results. Showing that school can make a difference to mitigate the students’ disadvantaged familiar origins. At a second level, we have identified that cooperation between family and school is mostly weak, and that legislation on this area tends to be overlooked and not fully implemented. With this study we aim to increase knowledge about the school, allowing an identification of success promoting practices that the school clusters develop to face the context in which they are inserted and the context that inhabits them.
This study focuses on researching the difference that school can make in students’ academic performance despite the unfavourable social context. We depart from the theory of school effectiveness, the contribution of school organizational culture and the national educational legislation to research the different practices developed by each school. We are empirically supported in a multiple case study composed of eight school clusters from six counties of Alto Alentejo in a situation of geographical contiguity. The data collected come from the interviews conducted with the group directors, the group autonomy instruments, and the External Evaluation Reports. This information is cross-referenced with the statistical data characterizing the schools (internal and final classifications, student population and teachers). The social and family context cannot be ignored when we are investigating school performance, so the municipalities where each school cluster is inserted are characterized in demographic terms, level of schooling and purchasing power, productive reality of the population and unemployment. The statistical data was taken from ATLAS EDUCATION Project coordinated by Professor David Justino, which in the last three years has provided knowledge about social and local contexts of national success and failure. We conceive the school capable of counteracting social constraints through the level of organizational culture present in each cluster. It is the culture revealed by each school cluster that guides the appropriation of the theory of school effectiveness. The performance of the schools is guided by a national educational legislation that is transversal but enacted by each school in a different way. We tried to expand the internal factors of schools that can make a difference in the students' school performance, contributing with a variance of research that joins the studies centred on teachers, indiscipline, or school leadership. We have concluded that clusters that pay more attention to the theory of school efficiency, prone to enact legislation and are more creative in success practices are the ones who tend to achieve better average results. Showing that school can make a difference to mitigate the students’ disadvantaged familiar origins. At a second level, we have identified that cooperation between family and school is mostly weak, and that legislation on this area tends to be overlooked and not fully implemented. With this study we aim to increase knowledge about the school, allowing an identification of success promoting practices that the school clusters develop to face the context in which they are inserted and the context that inhabits them.
Descrição
Palavras-chave
Educação Teoria da eficácia escolar Implementação de legislação Cultura organizacional de escola Medidas de promoção do sucesso Contexto socioeconómico dos alunos Education Theory of school efficiency Implementation of legislation School culture Success promotion policies Student socio-economic background