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2º Semestre

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3.0

António José Mendes Rodrigues

The subject "Management and Organizational Culture in Schools" takes a sociological view on education to propose modes of intervention in school organization; favors the meso-level of sociological analysis (around the subject "school property"), but it articulates with the analysis of macro areas (educational institution) and micro areas (pedagogical relationship). It aims to: (a) promote understanding of the phenomena of school massification of school inequality and school failure; (b) promote knowledge about schools as organizations and processes that then contribute to the changing educational practices, contributing to the jurisdiction of contextualizing school practices, innovations and educational reforms; (c) contribute to the skills of analysis and intervention in the context of activities of educational management of schools.

How schools produce and reproduce society and how society reproduces and produces schools. Current debates about the school models and the administration of schools. School masses and the multiplication of the factors of heterogeneity in schools and schools as places of intervention. Change, reform and educational innovation. Do schools make a difference in the results of students? The study of school effectiveness. The picture of the effective school and the evaluation of the school establishments. Autonomy of the school and educational project. The school education Project as a document of strategic planning and as a process of changing schools. Administration and management of schools – the normative framework. Schools as organizations. Educational organizational culture, school leadership, and the schools' ambience. Implications in studies on innovation and the implementation of projects in the school space.

Students can get success in the course via two routes: the route of the Final exam and the route of "evaluation throughout the semester" proposed by the teacher. The "evaluation throughout the semester" model comprises: individual critical reflection (8 to 10 A4 pages), process of appropriation of the dynamics of operation of the selected school organization (30%); Group work on a school organization (70%): (a) analysis and description of the functioning of intermediate school management structures (70%); (b) Presentation of the school organization and its dynamics (30%).

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Hargreaves, A. (2006) Educational Change over Time? The Sustainability and Non sustainability of Three Decades of Secondary School Change and Continuity, Educational Administration Quarterly Vol. 42, No. 1 (February) 3-41
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Scheerens, J. (2015) Theories on educational effectiveness and ineffectiveness. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 26:1, pp. 10-31.