Por que razão as escolas (não) aprendem? Os fatores que ativam e os fatores que obstaculizam a aprendizagem organizacional da escola

Abstract

The conceptualisation of the school as a learning organisation has emerged as a possibility for reforming educational systems. There is a vast body of research discussing this concept, attempting to dissect its numerous dimensions, or even evaluating models that have already been widely implemented. Despite the recognized merits, it is important to study the organisational minutiae that may induce inequalities within the broader educational system. In the search for these details, we formulated our starting question: why do schools (not) learn? We were interested in conducting a study that would allow us to answer the following research questions: 1) What factors activate organisational learning in schools? 2) What factors hinder organisational learning in schools? Although these questions seem simple, they revealed to us a hyper-complex, multi-scalar, and multi-dimensional reality. The study follows a phenomenological-interpretative paradigm, qualitative in nature, and was developed in three distinct phases: an exploratory study, an intrinsic case study, and an extensive study. Given the nature of our research problem, we involved the participation of leaders, teachers, technical and operational staff, and parents. Data collection was conducted through non-participant observation, semi-structured interviews, and focus groups. As we processed the data, we carried out a Systematic Literature Review capable of conceptually deconstructing the research problem. The data collected, along with the temporal and spatial circumstances surrounding our research, shaped the work and added new dimensions. Specifically, it highlighted the urgency of a learning-friendly ecology, rooted in each school, based on the continuous and sustainable professional development of all (leaders, teachers, and non-teaching staff), facilitating the emergence of co-constructed leadership, bringing together everyone’s actions towards a common vision — the learning of all students, especially the most disadvantaged.

Date of Award	21 Mar 2025
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Diana Mesquita (Supervisor)