O projeto educativo num território educativo de intervenção prioritária

: conceção, elaboração e implementação

Abstract

This report refers to two years of my professional life, from September 2009 to August 2011, in which I exercised technical and pedagogical functions in the “Direção Regional de Educação do Norte” (North Regional Education Department), integrating the “Equipa do Gabinete de Apoio à Autonomia das Escolas” (GAAE) (Cabinet Team to Support School Autonomy). During this period and within the Educational Territories of Priority Intervention I was given the following functions: to coordinate and follow the operation of the contracts signed under the Program TEIP by supporting the construction, implementation and development of the educational project of the school groups TEIP, guide the construction of the technical- pedagogical file and mechanisms/instruments of self-evaluation/ monitoring / selfregulation and follow the procedures and activities related to the quality of products / processes. My functions also included the cooperation with other agencies and institutions in the development of transversal projects related to following, supporting and monitoring the TEIP2 program, aiming at the execution of joint actions of continuous improvement and enrichment of the projects. It is in this context and as a commentator / participant that this reflective report appears. Therefore, this is intended to reflect on the design, development and implementation of the Educational Projects in the Educational Territories of Priority Intervention, which were created through a political educational policy. It begins with a brief analysis of the implementation of the programs "Educational Territories of Priority Intervention", and TEIP1 TEIP2, and their main objectives. Then a brief retrospective of the political and legal framework that has supported the construction of a school Educational Project follows, taking into account a poorly articulated path. There is also a reflection, according to Costa (2004), on the political-administrative power that decrees in the centrality of the EP (Educational Project) in the school management, but that on the other hand, and in a contradictory way, has created legal conditions to prevent that, and there lie powerful reasons to make those documents mere artifacts in the school organizations. Taking into account the specificity of the Educational Territories of Priority Intervention, a global analysis of the design of the EP monitored by GAAE is made, highlighting their similarities concerning the main axes, using the supervised description they were subjected to, in their different stages, either by me as a member of the technical and pedagogical team from DREN, or by the central administration. Critical reflections on the differences found are also made. Finally, there is a critical analysis of the implementation of a project TEIP that I followed in loco, reflecting on whether this was assumed to be a mere instrument of autonomy, management and administration or just a mere artifact in the school organization TEIP considered, having in mind factors like the importance of diagnosis, leadership, strategic vision, strategies and methodologies used to achieve the results and the role of monitoring in the assessment of the work developed. The conclusions of the report present a projection of the acquired knowledge through the reflection on the action; a reflective view about the concept and implementation of the EP and the impact of leadership, strategy and pedagogical relationship in the success of the Plan / Action; a prospective overview on what can be improved, which strategies of action may be more effective. Finally the mobilization of the knowledge acquired with this report to the professional / organizational sphere is analyzed.

Date of Award	16 Jan 2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor)