Culturas colaborativas e lideranças pedagógicas : da teoria à prática
: constrangimentos organizacionais, dilemas profissionais e horizontes de possibilidades

  • Generosa Pinto Silva Vilela Pinheiro (Student)

Student thesis: Master's Thesis


The study of a reality as complex as the school should be based on a holistic and articulating vision of its different rationalities and multiplicity of actors. At a moment of paradigm shift at the level of central administration, in which the discourse of autonomy has, over the past few years, left some marks on school management, it is important to perceive each change in a coherent and integrating way. Thus, if we want to better understand the manner in which the teachers' working ways have gradually been changing, it is convenient that we understand the course of change in school administration and management, the school culture(s) that mark the space in which teachers exercise their activity and the influence of leaders, namely intermediate ones, in how they develop their work, not only in the classroom, but especially with colleagues. In order to understand how collaboration and leadership can be at the service of a collaborative and reflective teacher, we tried to adopt a humanistic interpretive research model, that is, a naturalistic research, combining a quantitative and qualitative approach. To characterize the school culture(s), based on the analysis of the frequency, comprehensiveness and range of the different interactions between teachers, we used data analysis processes based on statistical language. On the other hand, to deepen some unique contexts and the perspectives of individual actors, we opted for a qualitative approach. After analysing all the data, we concluded that, although there is a willingness on the part of all school actors to establish innovation and change, revealed through the implementation of different collaborative dynamics, this change has been very slow and tenuous. In fact, it seems to us that it is being restricted by structural bottlenecks, the lack of know-how and the fragmentation, balkanization and individualism that are inscribed in the history of the school organization and the teaching staff, having roots in the architecture of schools and its secular organization in classrooms, autonomous classes with fixed schedules and teachers.
Date of Award25 Feb 2021
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorJosé Matias Alves (Supervisor)


  • Collaborative work
  • Pedagogical leadership
  • Interactive professionalism
  • Learning communities
  • Educational teams


  • Mestrado em Ciências da Educação

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