Please use this identifier to cite or link to this item: http://hdl.handle.net/10316/41573
DC FieldValueLanguage
dc.contributor.authorGomes, Rui-
dc.contributor.authorCoelho, Miguel Ângelo-
dc.date.accessioned2017-05-26T10:36:39Z-
dc.date.available2017-05-26T10:36:39Z-
dc.date.issued2007-
dc.identifier.issn1647-8614por
dc.identifier.urihttp://hdl.handle.net/10316/41573-
dc.description.abstractA investigação escolar tem evidenciado um acréscimo de tarefas atribuídas aos professores e uma pluralidade de práticas na busca de uma eficaz articulação curricular. Pretendendo descrever e interpretar os processos de articulação curricular numa escola secundária mobilizamos a proposta de tipificação de Mintzberg e, partindo dos discursos dos actores, analisamos os valores de que estes se servem para fundamentar aqueles processos. Apoiando-nos numa metodologia essencialmente qualitativa, analisamos algumas tarefas de distintos níveis organizativos. O estudo revela as formas de concretização da coordenação do trabalho, e nestas, uma dualidade estrutural e funcional no seio da organização: um fluxo de trabalho principal pautado pela fragmentação e a autonomia com mecanismos de articulação diferentes entre unidades semelhantes; outro fluxo de trabalho de cariz multidisciplinar, que parece funcionar com recurso à formalização, instrumentação do trabalho e ajustamento mútuo. Revelam-se, também, tendências compromissos entre subculturas expressas em valores distintos.por
dc.description.abstractInvestigation centered in schools has shown a plurality of organizational practices with explored procedures towards an effective curriculum articulation, together with an increase of tasks demanded from the teachers. With this essay we wish to describe and interpret the curriculum articulation processes at a secondary school, mobilizing Mintzberg’s organizational functioning and structuring proposal alongside with the values actors testify in such procedures. By an essentially qualitative methodology we analyze a set of different tasks from different organizational levels. Revealing the work coordination’s forms, it seems obvious a functional and structural duality in the centre of the organization: on one hand, we have a flux of the main work characterized by fragmentation and autonomy; on the other hand, we have a flux of multidiscipline work, that seems to function by resorting to the formalization and instrumentality of work itself. Also tendencies in commitments between subcultures by the expression of distinct values.por
dc.description.abstractLa recherche dans l’école met en évidence de nombreuses pratiques organisationnelles pour l’efficace de l’articulation curriculaire et une augmentation des taches attribuées aux professeurs. Ce travail prétend décrire et interpréter les processus d’articulation curriculaire d’une école secondaire en utilisant la proposition de structuration et de fonctionnement organisationnel de Mintzberg et l’analyse des valeurs presents dans les discours des acteurs. Avec une méthodologie essentiellement qualitative nous avons analysé un ensemble de taches exécutables à différents niveaux d’organisation. En démontrant les formes de concrétion de la coordination du travail il parait évidente une dualité structurelle et fonctionnelle: un flux de travail principal marqué par la fragmentation et l’autonomie au point de surgir des mécanismes d’articulation différent entre unités similaires; et un autre flux de travail multidisciplinaire, qui parait fonctionner avec recours a la formalisation et a l’instrumentalisation du travail. À ce s’ajoute des compromis entre subcultures témoignés par valeurs différents.por
dc.language.isoporpor
dc.publisherImprensa da Universidade de Coimbrapor
dc.rightsopenAccesspor
dc.titleArticulação curricular e cultura de escola: estudo de uma escola secundáriapor
dc.typearticle-
degois.publication.firstPage119por
degois.publication.lastPage143por
degois.publication.issue2por
degois.publication.locationCoimbrapor
degois.publication.titleRevista Portuguesa de Pedagogiapor
dc.relation.publisherversionhttp://impactum-journals.uc.pt/index.php/rppedagogia/article/view/1199por
dc.peerreviewedyespor
degois.publication.volume41por
uc.controloAutoridadeSim-
item.fulltextCom Texto completo-
item.grantfulltextopen-
item.languageiso639-1pt-
crisitem.author.deptFaculty of Sports Sciences and Physical Education-
crisitem.author.researchunitCES – Centre for Social Studies-
crisitem.author.parentresearchunitUniversity of Coimbra-
crisitem.author.orcid0000-0002-3793-6369-
Appears in Collections:I&D CES - Artigos em Revistas Nacionais
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