Projeto educativo

: a diferença que marca?

Abstract

The subject of this work is to analyze the potential of school educational project (SEP) in/for the construction of identity and implementation of dynamics in schools. The purpose of this study includes the identification and influence of SEP in determining the educational practices in a specific context, without generalization concerns. The development of the project was carried out with a qualitative methodology through a case study. From the participant observation resulting from the experience in the context of the investigator, the documentary analysis of the functioning of the SEP was made, semi-directive interviews were conducted with speech content analysis of participants with different roles in the school functioning, in order to understand their perception of/in the institution on the educational project and its influence on the dynamics associated with it. The analysis made by crossing methods and used methodological techniques, points out that the SEP, contrary to its conceptualization in the theoretical and legal plans, does not have a significant influence in determining the concrete action of the functioning of the studied school, a fact that the analysis of the literature also refers in similar contexts. Following the conducted study, we produced some suggestions in order to make the SEP meaningful to the actors of the school community, and thus make a difference in the functioning of the institution.

Date of Award	21 Apr 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Cristina Palmeirão (Supervisor)