Analysis of Educational Organisations

Year
3
Academic year
2019-2020
Code
01930290
Subject Area
Physical Education Sciences
Language of Instruction
Portuguese
Mode of Delivery
Face-to-face
Duration
SEMESTRIAL
ECTS Credits
4.0
Type
Compulsory
Level
1st Cycle Studies

Recommended Prerequisites

To handle general knowledge about the organization of the Portuguese educational system at macro and meso level. To manage analytical competences.

Teaching Methods

The lectures draw on a broad spectrum of methods and teaching techniques, among which stand out the methods of oral exposure, the use of Socratic dialogue, the syntheses carried out by the students, small group work, discussion of short texts, etc. .
The practical classes are an essential component of the discipline. It seeks to build a path that simultaneously extends the reach of questioning made ¿¿during the lectures in the pursuit of educational synthesis, and comparison with the results of available research, which aims the integration and intelligibility of theoretical models. In proposing a critical review of research already carried out under each of the thematic course, aims to make successive theoretical and methodological approaches to the objects of study proposed. Its structure is based on the oral presentation of recommended texts and their stimulation of debate on its contents.

Learning Outcomes

Use sociological approach to understand transformation of the education system.
Understand theories and models of school organization.
- Identify and compare scientific trends of school organization analysis;
- Identify the social and organizational characteristics of schools;
- Discuss the efficiency and effectiveness of school organizations.
Understand school organization as a system of behaviors of various social actors.
- Analyze social climate of the school as a cognitive map of the actors in relation to its dynamics;
- Relate organizational culture with the broader contexts that constitute its environment;
- Compare structuralistic and symbolic approaches.
Understand the role of organizational variables in the development of educational projects.
- Know and apply organizational diagnostic tools;
- Examine the decision-making styles in the development of educational projects.

Work Placement(s)

No

Syllabus

SCHOOL AS A SUBJECT OF STUDY
1. From the consolidation of the school grammar to institutionalist school movement.
2. Levels of analysis of the school as institution.
3. The autonomy of schools, routes and speeches.

THEORIES AND MODELS OF SCHOOL ORGANIZATION
1. Models of school organization.
2. The effectiveness and excellence of the schools.
3. Structure and organizational characteristics of schools.

SCHOOL AS A SYSTEM OF SOCIAL BEHAVIOUR OF ACTORS
1. The social climate of the school.
2. The culture of the school.
3. Social actors in the school.

GOVERNMENT AND MANAGEMENT OF SCHOOLS AND ORGANIZATIONAL PROJECT
1. Directors and management of schools.
2. Analysis, diagnosis and evaluation of schools.
3. Organizational project, educational innovation and organizational change.

Head Lecturer(s)

Miguel Ângelo Sousa Fachada Domingues Coelho

Assessment Methods

Continuous
Preparation and promotion of the group session: 30.0%
Written assignments: 30.0%
Frequency: 40.0%

Final
Exam: 100.0%

Bibliography

BALL, Stephen J. (1989). La micropolitica en la escuela. Hacia una teoria de la organización escolar. Barcelona: Ediciones Paidós.

BALLE, Catherine (1992). Sociologie des organisations. Paris: PUF.

BEARE, H., CALDWELL, B. MILLIKAN, R. (1989). Creating an Excellent School. Some New Management Techniques. London: Routledge.

BUSH, T. (1986). Theories of Educational Management. London: Harper and Row, Pub.

CANÁRIO, Rui (Org.) (1992). Inovação e Projecto Educativo de Escola. Lisboa: Educa.

CARVALHO, Luís (1992). Clima de Escola e Estabilidade dos Professores. Lisboa: Educa.

COSTA, Jorge A. (1991). Participação, Autonomia, Projecto educativo de escola. Lisboa: Texto Editora.

DEAN, Joan (1991). Professional Development in School. Milton Keynes: Open University Press.

DEMAILLY, Lise (1991). Le Collége. Crise, mythes et métiers. Lille: Presses Universitaires de Lille.

FRIEDBERG, Erhard (1993). Le pouvoir et la régle: dynamiques de l'action organisée. Paris: Éditions du Seuil.

GOMES, Rui (1993a). Culturas de Escola e Identidades dos Professores. Lisboa: Educa.

GOMES, Rui (1993c). Culturas de Escola: Identidades à procura de argumentos. Revista de Educação, III(2), Dezembro, pp. 23-36.

GOMES, Rui (1993d). Em Busca de uma Identidade Perdida: o estudo qualitativo das culturas de escola. Sociologia - Problemas e Práticas, 14, Setembro, pp. 105-126.

HUGHES, Larry W. (Ed.) (1994). The Principal as Leader. New York: Macmillan College Publishing Company.

JESUÍNO, Jorge C. (1987). Processos de Liderança. Lisboa: Livros Horizonte.

LIEBERMAN, A. (Ed.) (1990). Schools as Collaborative Cultures: Creating the Future Now. Lewes: The Falmer Press.

LIMA, Licínio (1992). A Escola como organização e a participação na organização escolar. Braga: Instituto de Educação.

MEYER, John W., SCOTT, W. Richard (1992). Organizational Environments. Ritual and Rationality. London: Sage.

MINTZBERG, Henry (1982). Structure et dynamique des organisations. Paris: Hommes et Téchniques.

MORGAN, Gareth (1986). Images of Organization. Beverly Hills Sage Publications.

NÓVOA, António (Org.) (1992). As organizações escolares em análise. Lisboa: Publicações Dom Quixote.

OBIN, Jean-Pierre (1993). La crise de l'organisation scolaire: de la centralisation bureaucratique au pilotage par objectifs et projets. Paris: Hachette Livre.

SANCHES, Fátima Chorão (1992). Cultura Organizacional. Um paradigma de análise da realidade escolar. Lisboa: GEP-ME.

SÉGUIN, Francine, CHANLAT, Jean-François (org.) (1983, 1992). L'analyse des organisations: une anthologie sociologique. Les théories de l'organisation: les composantes de l'organisation. (vol. 1 e 2). Boucherville: Gaetan Morin.

SERGIOVANNI, Thomas (1991). The Principalship: A Reflective Practice Perspective. London: Allyn and Bacon