A assessoria externa nos territórios educativos

Abstract

The universalization of the secondary education in Portugal is follow by a process of integration of the school into de community and reformulation territorial coordination of the educational activities. The politics of the universal school becomes more complex, taken inside the problem of economic, cultural and social inequality, and the evidence of the inadequacy of a equal, homogeneous and impersonal teaching. The territorial politics of teaching in Portugal includes de TEIP Program – territories educational of Priority Intervention, that aims prevent the dropout of school and ensure the equal success of the student, benefits of specific supports in the areas of education and human resources, promotes flexible mobility of the pedagogical organization and management of the curriculum, and stimulates the joint with families and with the local community. Our investigation is of qualitative nature, so privileges the investigation-action in the extent of advising 50 “priority” schools and aims problematize the action of the external consultant in the organization of the school, especially in the teaching field, that is the domain of the teachers and where is played the formal legitimacy of distinct leaders when we problematize the educational orientation, groups of students reorganization, the implementation of tutorials, the articulation of pedagogical work and the relation between community and families. The observation and participant observation and the several scripts produce by teachers and consultants allow to put in evidence a tension between, by one side, the strong influence of the centralization and the sequential teaching passivity, and by another side, the political impetus to the professional autonomy and the sequential teachers capacity, opening a opportunity for sustainable development and for professional teaching development.