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Advisor(s)
Abstract(s)
A democraticidade e os princípios democráticos, consagrados na lei magna do país e na lei
fundamental que sustenta a educação, celebram a democracia como uma premissa incontornável
na educação e na escola.
Ante a encruzilhada da praxis burocrática e a demagogia institucional, emerge uma interrogação
crucial: que lugar ocupa a democracia na escola? Este questionamento, permeando os meandros
de nossa análise, revela-se um ponto fulcral para compreender os desafios contemporâneos
enfrentados pelo ideal democrático.
No limiar de meio século do Portugal democrático, difundimos por todos os 812 Agrupamentos
Escolares (AE) e Escolas não Agrupadas (EnA), de Portugal Continental um Inquérito por
Questionário (IQ), ao qual responderam 1822 professores e educadores.
Foi utilizado o método misto, com uma análise quantitativa através de dados estatísticos,
recorrendo aos programas Excel e Statistical Package for the Social Sciences (SPSS) e,
interpretativa (qualitativa), através da análise de conteúdo.
No que respeita aos principais resultados obtidos, destacamos: um aparente alheamento dos
professores face ao funcionamento e responsabilidades dos órgãos da escola, por via de
respostas "sem opinião" e dispersão de respostas; a efetiva influência da burocracia na
participação democrática; uma ambígua perceção da conceção da democracia; uma dose de
demagogia discursiva institucional; a perversidade em que se transformou o Decreto-Lei nº
75/2008, por via da figura/órgão do diretor; e, um clima de medo e censura que parece instalarse
em algumas escolas.
Em termos das conclusões, podemos afirmar que, pela progressiva debilidade em que se
encontra, a democracia nas escolas está efetivamente em risco, necessitando de novo fôlego, de
reflexão profunda e debate político alargado.
Democratism and democratic principies laid down in the country's magna law and in the fundamental legislation that governs school education celebrate democracy as an absolute premise in both educational and schoollife. Faced with the clashing of bureaucratic praxis and institutional demagogy, a crucial question arises - what place does democracy hold in schools? This interrogation, which permeates the intricacies of our analysis, proves to be a central point for understanding the contemporary challenges faced by the democratic ideal. On the brink of celebrating half a century of democracy in Portugal, we sent out a questionnaire survey to ali 812 school groups (Agrupamentos Escolares - AE) and non-grouped schools (Escolas não Agrupadas - EnA) in mainland Portugal, to which 1,822 teachers and educators responded. The survey was conducted by means of a mixed method, with quantitative analysis - through statistical data, using Excel and Statistical Package for the Social Sciences (SPSS) programmes - and interpretative, o r qualitative, analysis- via content analysis. As for the key findings, the following stand out: an apparent lack of awareness among teachers regarding the workings and responsibilities of school governing bodies, in the form of "no opinion" responses and a wide range of answers; the effective influence of bureaucracy on democratic participation; an ambiguous perception of the concept of democracy; a degree of institutional discursive demagoguery; the perversity of what Decree-Law nº 75/2008 became, as a result of the role of the headteacher; and a c li mate of tear and censorship that seems to be taking hold in some schools. Conclusively, it can be stated that democracy in schools is indeed endangered and requires a new lease of life, thorough reflection and extensive politicai debate, given the progressive weakness in which it is currently placed.
Democratism and democratic principies laid down in the country's magna law and in the fundamental legislation that governs school education celebrate democracy as an absolute premise in both educational and schoollife. Faced with the clashing of bureaucratic praxis and institutional demagogy, a crucial question arises - what place does democracy hold in schools? This interrogation, which permeates the intricacies of our analysis, proves to be a central point for understanding the contemporary challenges faced by the democratic ideal. On the brink of celebrating half a century of democracy in Portugal, we sent out a questionnaire survey to ali 812 school groups (Agrupamentos Escolares - AE) and non-grouped schools (Escolas não Agrupadas - EnA) in mainland Portugal, to which 1,822 teachers and educators responded. The survey was conducted by means of a mixed method, with quantitative analysis - through statistical data, using Excel and Statistical Package for the Social Sciences (SPSS) programmes - and interpretative, o r qualitative, analysis- via content analysis. As for the key findings, the following stand out: an apparent lack of awareness among teachers regarding the workings and responsibilities of school governing bodies, in the form of "no opinion" responses and a wide range of answers; the effective influence of bureaucracy on democratic participation; an ambiguous perception of the concept of democracy; a degree of institutional discursive demagoguery; the perversity of what Decree-Law nº 75/2008 became, as a result of the role of the headteacher; and a c li mate of tear and censorship that seems to be taking hold in some schools. Conclusively, it can be stated that democracy in schools is indeed endangered and requires a new lease of life, thorough reflection and extensive politicai debate, given the progressive weakness in which it is currently placed.
Description
Keywords
Democracia, Democracia na escola Bureaucracy Burocracia Demagogia Democracy, Democracy in schools Demagogy
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação