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General information

Code:
12220
Main Scientific area:
  • Education
Regime:
Half-yearly
ECTS:
5
Teaching type:
Presential
Language of instruction:
Portuguese
    Contact Hours
Autonomous work:
95  hours
Classes:
15  hours  -  Theoretical
30  hours  -  Theory Practice

Objectives of education

The main aim of the curricular unit is to deepen the knowledge of the dynamics of functioning of Portuguese state schools, from a sociological and organizational focus. The program is organized into six thematic units: the first contextualizes the scientific field of Educational Administration, addressing its relevance for teacher training; the second proposes an analysis of the school from various theoretical models that address different facets of its operation; the third provides an approach to the construction process of democratic management and subsequent developments within current educational policies; the fourth presents the administrative configuration and the dynamics of organization of teaching work; the fifth, shows students the cultural and symbolic specificities of school and the socialization strategies of educational actors; the last topic focuses on the impact of new management in educational administration.

Key learning outcomes

- To know the field of organization and educational administration studies and its importance for teacher training;
- To critically analyse the structures and the organizational and administrative functioning of the educational and school system;
- To identify the main historical landmarks of development of the school management and government since the 25th April 1974 to the present;
- To analyse some alternative models of school organization;
- To identify the cultural and symbolic specificities of school organization and its importance in the professional practices;
- To understand and question the leadership/ management of schools in the light of the problems of democracy, participation, decentralization and autonomy.

Program summary

1. Educational administration and teacher training: training and research in Educational Administration in Portugal; the role of management and leadership in the teacher training.
2. School as organization: specificities of school as organization; theoretical models of analysis of school organization; analytical levels and organizational rules.
3. Autonomy, democracy and participation; leadership styles and school democratization.
4. School organization: management levels of the education system; the local education; reorganization of the school network and creation of school clusters; pedagogical modes of organization of the state school.
5. The school backstage: school culture and organizational school culture; socialization processes and organizational integration of teachers; students' socialization strategies.
6. Democratic management and the new management in educational administration: public school, policies of choice, freedom of education and privatization of education.

Essential bibliography

Barroso, J. (2018). Os agrupamentos: Entre a lógica administrativa e a lógica pedagógica na definição da rede escolar. In A. Neto-Mendes et al. (Orgs.), Rede escolar: (Re)configurações, tensões e desafios (pp. 11-29). UAveiro.

Bush, T. (1986). Theories of educational management. Harper&Row.

Lima, L. (2011). Administração escolar: Estudos. Porto Ed.

Lima, L., Sá, V., & Torres, L. (Orgs.) (2020). Diretores escolares em ação. FML.

Lima, L., & Torres, L. (2020). Políticas, dinâmicas e perfis dos agrupamentos de escolas em Portugal. Análise Social, LV(237), 748-774.

Teaching methods

The CU involves both theoretical and theoretical and practical lessons. Theoretical sessions will be fundamentally expositive, where some theoretical and conceptual perspectives on the analysis of school organization and administration will be presented, along with the discussion of research data about the Portuguese educational system. In the theoretical and practical lessons several activities will be carried out to consolidate some relevant program topics addressed in the theoretical lessons. These activities include the analysis and discussion of empirical data collected by the students, in groups, in schools, on the experience and action of school actors regarding school management.

Assessment methods

In accordance with the Academic Regulations of the UMinho, assessment will be continuous and integrates several elements, so that it can provide an opportunity for Master students to develop different skills, namely in-depth study and cooperative/ collaborative work:
1. Level of attendance and participation of each student at least in two thirds of the teaching sessions held (10%);
2. Presentation and defense of a group project; the project will consist of conducting an organizational analysis, based on the collection of empirical data in a school/grouping (40%);
3. Elaboration of an individual critical reflection on the results of the group work, mobilizing the contents covered in class and the fundamental bibliography of the curriculum unit program (50%).