Gramática escolar e (in)sucesso: os casos do Projeto Fénix, Turma Mais e ADI

Research output: Chapter in Book/Report/Conference proceedingConference contribution



In the beginning of the twenty-first century the Ministry of Education launched “Programa Mais Sucesso Escolar” (More School Success Program), with the objective of preventing school failure and dropout in primary education. This program is based on the alteration of the traditional school model, making it possible to group students and to manage time and space for instruction in a flexible way. This was the beginning of a new generation of educational policies, more centered in supporting the local initiatives of each school, that made it possible for schools (on a bottom up logic) to organize themselves in order to find answers for their problems and enabled school based projects to emerge. In this scenario, we sought to better understand the reality of these initiatives, developing a multiple case study of three different projects: Fénix (Phoenix), Turma Mais (Plus Class) and Área de Desenvolvimento Individual (Individual Development Area). In the attempt of understanding if the way schools have reorganized themselves within these projects has been perceived as learning promoting, we intended to study the organizational variables mobilized to promote learning amongst students as well as their impacts in schools. As lentes teóricas convocadas situam-se ao nível das políticas educativas, da gramática organizacional, das variáveis organizacionais (lideranças, agrupamento dos alunos, tempo de ensino/aprendizagem, culturas profissionais e redes de apoio) e das variáveis chave da sala de aula. Convocaram-se as perspetivas teóricas da burocracia, do neoinstitucionalismo e da escola como sistema debilmente articulado. The theoretical lenses that were summoned situate themselves in the field of educational policies, school grammar, organizational variables such as leadership, student grouping, instructional time, professional cultures and support networks and key classroom variables. In this process we convened the theoretical perspectives of bureaucracy, new institutionalism and school as a loosely coupled system. The analysis of the collected data leads to the conclusion that in general, the different actors involved in the projects (principals, teachers and schoolchildren) perceive them as generating positive impacts on learning. We identify, however, some areas for improvement, such as the institution of pedagogical supervision practice that enables a more accurate reflection on the act of teaching with direct impacts in the pedagogical practice; a more intelligent curriculum management , more attentive to the children’s developmental stadium and based on more collaborative curriculum development practice; the activation of true learning cycles, leveraged by pedagogical differentiation processes and formative assessment mechanisms to the service of learning.
Original languagePortuguese
Title of host publicationEducação, Territórios e Desenvolvimento Humano
Subtitle of host publicationAtas do I Seminário Internacional
Place of PublicationPorto
PublisherUniversidade Católica Editora - Porto
Pages 491-504
Number of pages14
ISBN (Electronic)9789899948600
Publication statusPublished - 2015
EventI Seminário Internacional: educação, territórios e desenvolvimento humano - Universidade Católica Portuguesa, Porto, Portugal
Duration: 23 Jun 201524 Jun 2015


ConferenceI Seminário Internacional: educação, territórios e desenvolvimento humano


  • Academic success
  • School grammar
  • School improvement

Cite this