Autor(es):
Pires, Carlos Augusto, 1966- 
Data: 2012
Identificador Persistente: http://hdl.handle.net/10451/6519
Origem: Repositório da Universidade de Lisboa
Assunto(s): Políticas educativas; Ensino básico (1º ciclo); Enriquecimento curricular; Teses de doutoramento - 2012
Descrição
Tese de doutoramento, Educação (Administração e Política Educacional), Universidade de Lisboa, Instituto de Educação, 2012 Esta dissertação resulta do estudo sobre a política de “Escola a Tempo Inteiro” desenvolvida em Portugal, no âmbito do 1.º ciclo do ensino básico. Tem como objecto a acção do Governo na formulação e execução de um ”modelo” de operacionalização daquela política que se reporta a referenciais de representação de um novo “modelo educativo” (dimensão educativa) de um “novo paradigma” de escola pública (dimensão política); de outra concepção de administração da educação (dimensão administrativa). A abordagem pela “análise das políticas públicas”, enquanto suporte interpretativo permite pôr em evidência as representações e os modos de intervenção do Governo reflectidos nos instrumentos que utiliza e (re) construir a política pública pela própria análise que dela é feita. As coordenadas de análise que abordagem preconiza põem em evidência os fundamentos da política. A análise incide na problematização dos argumentos dos actores recolhidos em “lugares” de acção, cuja observação, baseada na “análise documental”, sustenta a componente empírica do estudo. São “lugares” de divulgação (“sítios” do Governo) e de monitorização (comissões de acompanhamento) do “modelo” e “lugares” de debate político (Parlamento), de debate público (imprensa) e de debate institucional (“sítios” oficiais de outros actores). A tese evidencia uma política de ETI preconizadora de uma “educação integral” da criança, monopolizada pela escola pública, numa lógica de prestação de serviço público de educação que deve ser garantido pelo Estado, através da mediação autárquica. Um “modelo” que tem subjacente, por um lado, o impedimento da permanência de outros “modelos” e de formas de privatização de serviços educativos e, por outro lado, a garantia da igualdade de oportunidades no acesso àqueles serviços e a garantia de corresponderem a um projecto educativo nacional de melhoria dos resultados escolares. É, assim, preconizado um “modelo educativo” que, procurando conjugar o curricular com a oferta de enriquecimento curricular, formaliza o não formal e expande a “forma escolar”.This dissertation is the result of a research on the "full-time School" policy developed in Portugal in the 1st cycle of basic education. The object of the study is the Government action in the formulation and implementation of a "model" of carrying out the policy that regards the referentials of a new "educational model" (educational dimension), and of a "new paradigm" of public school (political dimension), as well as a different conception of the educational administration (administrative dimension). The approach of "public policy analysis" as an interpretative framework allows us to highlight the representations and modes of government intervention, reflected in the instruments being used, and to (re)construct the public policy under analysis. The study put emphasis on the foundations of the policy. Based on documentary analysis it is focused on the actors‘ arguments, which were collected in various "places" of action: "places" of dissemination (Government websites) and monitoring (various committees) of the "model", and "places" of political debate (the Parliament), public debate (the press), and institutional debate ("official" websites of different actors). The thesis highlights a "full-time School" policy that advocates an "integral education" of the child, which is monopolized by the public school as a public service of education mostly assured by the State, through municipal mediation. By one hand, the "model" underlies the impediment of other "models", along with the privatization of educational services; by the other hand, it underlies the guarantee of equal opportunities in the access to those services and that it matches a national education project to improve school results. Therefore, the "educational model" under analysis – seeking to combine the curriculum with curricular enrichment offering – formalizes the non-formal and expands the "school format". This dissertation is the result of a research on the "full-time School" policy developed in Portugal in the 1st cycle of basic education. The object of the study is the Government action in the formulation and implementation of a "model" of carrying out the policy that regards the referentials of a new "educational model" (educational dimension), and of a "new paradigm" of public school (political dimension), as well as a different conception of the educational administration (administrative dimension). The approach of "public policy analysis" as an interpretative framework allows us to highlight the representations and modes of government intervention, reflected in the instruments being used, and to (re)construct the public policy under analysis. The study put emphasis on the foundations of the policy. Based on documentary analysis it is focused on the actors‘ arguments, which were collected in various "places" of action: "places" of dissemination (Government websites) and monitoring (various committees) of the "model", and "places" of political debate (the Parliament), public debate (the press), and institutional debate ("official" websites of different actors). The thesis highlights a "full-time School" policy that advocates an "integral education" of the child, which is monopolized by the public school as a public service of education mostly assured by the State, through municipal mediation. By one hand, the "model" underlies the impediment of other "models", along with the privatization of educational services; by the other hand, it underlies the guarantee of equal opportunities in the access to those services and that it matches a national education project to improve school results. Therefore, the "educational model" under analysis – seeking to combine the curriculum with curricular enrichment offering – formalizes the non-formal and expands the "school format".
