2 resultados para education policy
em Repositório Científico da Universidade de Évora - Portugal
Resumo:
O presente estudo aborda a problemtica dos alunos de risco no 2 Ciclo da E.B. 2,3 Ana de Castro Osrio, no ano letivo 2004/2005. Na dimenso terica so referenciadas algumas questes de Organizao Escolar (escola reflexiva, autonomia de escola, gestores intermdios e superviso escolar, o papel do Diretor de Turma, o Projeto Curricular de Escola, algumas linhas orientadoras da poltica educativa portuguesa, no perodo em que decorre a elaborao desta investigao) e abordados alguns aspetos gerais dos pr-adolescentes, diversos conceitos de risco, a ao de diversas entidades com competncia na rea da infncia e juventude, o papel da famlia e a relao desta com a escola. Foi utilizada a metodologia do Estudo Caso, no decurso da qual foram analisados documentos internos da escola e elaborados instrumentos de recolha de dados (questionrios aplicados aos Alunos e aos seus Diretores de Turma). No tratamento das informaes de natureza quantitativa, utilizou-se o programa informtico Excel, enquanto nas questes abertas procedeu-se anlise de contedo. Em sntese, concluiu-se que: a) um tero dos alunos que frequentava o 2 Ciclo do Ensino Bsico, foi sinalizado como aluno de risco. Cerca de 75% era do 5 Ano de Escolaridade. Os fatores de risco que mais se destacam so: assiduidade irregular, desmotivao/desinteresse/apatia, dfice de ateno e concentrao, indisciplina e retenes sucessivas no seu percurso escolar. A famlia pouco participativa. b) a resposta curricular d-se essencialmente dentro da sala de aula; c) a resposta organizacional assenta essencialmente nalgumas medidas previstas nos documentos legislativos. Na ltima parte do trabalho deixamos expressas as concluses do estudo mais pormenorizadas, bem como algumas recomendaes/sugestes que eventualmente, podero orientar posteriores investigaes. /ABSTRACT - The risk students on a 2nd Cycle of classroom of the E.B. 2, 3 Ana de Castro Osrio, during academic year of 2004/2005: A Case study The present study attempts to assess risk students on a 2nd Cycle (Sth and 6th grades) classroom of the E.B. 2, 3 Ana de Castro Osrio Public School during the academic year of 2004/2005. On a theoretical scale, are assessed some questions about the Classroom Organization (reflexive school, school autonomy, intermediate directors and school supervision, the role of the Class Tutor, the School Curricular Project, some guidelines about the Portuguese education policy during the period when this study took place), and was also assessed some general aspects of preadolescents, risk concepts, and actions taken by various organizations specialized in the areas of childhood and youth, the role of the family and the interrelation between the family and the school. It was used a Case Study methodology during which was assessed school documents of this particularly school, and data collecting instruments (Student-applied and Class Tutor-applied questionnaires). On dealing with quantitative data, it was used the Excel application, while for the open questions was assessed by its contents. In brief, it was concluded that: a) a third of students that attended the 2nd Cycle Basic Education schools revealed to be risk students. Around 75% of them were 5th grade students. Among the most important risk factors are: irregular attendance, unmotivated/aloofness /apathy, lack of attention and concentration, indiscipline and successive retentions during their education pathway. The family is scarcely participative. b) The curricular response is normally given within the classroom; c) the organizational response lies mostly on some measures included in government documents. On the last part of the paper, we focus on more detailed conclusions, as well as give recommendations/suggestions which may eventually be of guidance to future studies.
Resumo:
Este estudo tem como objetivo definir linhas orientadoras para as estruturas organizacionais em bibliotecas universitrias portuguesas e baseia-se numa investigao que fez uso de mtodos diversificados, tanto quantitativos (em extenso), como qualitativos (em profundidade), e cotejou os dados assim obtidos com as prticas mais inovadoras em bibliotecas de diversos pases do mundo. Foi feito o enquadramento terico, para temas relacionados com os da investigao, como as teorias da gesto, as estruturas organizacionais, a liderana, a motivao, a comunicao e o processo de mudana nas organizaes. Considerando o meio onde se integram estas bibliotecas, identificaram-se os principais aspetos da poltica educativa no ensino superior europeu e portugus. A reviso da literatura permitiu recolher informao sobre algumas tendncias mais recentes nas bibliotecas universitrias, em geral e em Portugal. Foram identificadas as tipologias de estruturas organizacionais, as transformaes que as mesmas tm sofrido noutros pases e que solues foram encontradas. A partir dos dados recolhidos com o questionrio, caracterizaram-se estas bibliotecas portuguesas e os resultados indicam que h uma grande diversidade e que, em grande parte as suas estruturas organizacionais foram alteradas. Com o estudo de caso, detalharam-se aspetos dessas alteraes. Concluiu-se que, com as alteraes no ensino superior, as bibliotecas podem ter um papel mais ativo no processo de ensino-aprendizagem. As alteraes em estruturas organizacionais de bibliotecas universitrias portuguesas ocorreram, na sua grande parte, por razes legais e houve participao das chefias das bibliotecas e dos tcnicos superiores especializados em cincias da informao. As novas estruturas organizacionais procuram adaptar-se s transformaes externas e internas, optando por estruturas mais flexveis que incentivam a participao de todos os funcionrios na inovao e tomadas de deciso. Como linhas orientadoras, foram indicados um conjunto de princpios por no ser possvel um modelo ideal a aplicar em todas as bibliotecas. Cada caso encontrar uma soluo que dever ser continuamente analisada e adaptada realidade; Organizational structure of university libraries in Portugal Abstract: The purpose of this study is to define guidelines for the organizational structures of Portuguese university libraries and it is based on a research that used as quantitative (in range) as qualitative (in depth) methods and compared the findings with the most innovative practices in libraries all over the world. An approach was made to the theoretical areas of management, organizational structures, leadership, motivation, communication and the process of change in organizations. Considering that these libraries act in higher education institutions it was referred the education policy for higher education, in Europe and in Portugal. The literature review allowed collecting information about the more recent tendencies of the university libraries in general and in Portugal. The organizational structures models were identified as their changes and solutions. From the data from the questionnaire the Portuguese university libraries were described and the results show there is a great variety among them and most of them have transformed their organizational structures. The case study allowed obtaining more information about the process of change in the three selected libraries. It was concluded that, with the changes of higher education, the libraries can play a more active role in the teaching and learning process. The changes of the organizational structures in the Portuguese university libraries occurred mostly for legal reasons and the top of the libraries hierarchy and librarians participated. With the new organizational structures libraries have made all the efforts to adapt to the external and internal transformations with more flexible structures encouraging all staff to participate with ideas and to take part in the decision process. For the guidelines it was pointed out a set of principles to follow as it is not possible to have an ideal model to apply to all the libraries. Each library must find a solution that will be continually analyzed and adapted.
