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A regulação do ensino vocacional da música: Um estudo sobre o regime articulado na perspetiva dos atores
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| 3.17 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente dissertação de mestrado insere-se no domínio das Ciências da Educação, na
área de especialização em Administração Educacional, tendo como foco principal a
regulação do sistema educativo, no que respeita ao Ensino Vocacional da área da Música.
Este tipo de ensino é ministrado por escolas especializadas por parte das quais existe um
entendimento generalizado de que a tutela, quando publica regulamentação nesta área, não
tem em conta as especificidades do setor. Deste ponto de vista, os estabelecimentos de
ensino parecem sentir-se mais como objeto do que como sujeito dessa regulamentação,
subestimando o seu papel enquanto atores com capacidade de intervenção reguladora.
As normas impostas, em 2008, pelo Ministério da Educação, sobre os regimes de
frequência dos cursos vocacionais da música com especial relevância do regime articulado,
vieram introduzir alterações pedagógicas, organizacionais e financeiras no funcionamento
das escolas vocacionais, tendo esse processo sido vivido, por estas, como algo que lhes foi
exterior e sobre o qual não foram suficientemente ouvidas.
O presente trabalho visa investigar como é feita a regulação do regime articulado do
ensino vocacional da música, numa escola de música pública e numa escola de música
particular, sob a perspetiva dos atores sociais. Para responder a esta questão, foi
desenvolvida uma investigação de carácter naturalista, tendo sido elaborado um estudo de
caso múltiplo, que teve lugar numa escola vocacional pública e numa escola vocacional
particular.
O estudo presente conclui que, para além da regulação de controlo por parte da tutela, as
escolas têm exercido, neste processo, um papel regulador determinante, quer através de
uma regulação conjunta com a tutela, quer através de uma regulação autónoma,
demonstrando que todo o processo de estruturação do regime de ensino articulado tem sido
resultado não de uma única fonte de regulação, mas de uma multirregulação por parte de
todos os atores envolvidos.
This master’s degree thesis is inserted in Sciences of Education domain, in the specialization area of Educational Administration, having as main focus the regulation of the educational system concerning the vocational education in music. This kind of education is delivered in specialized schools which have a general understanding that the Ministry of Education, when producing regulation in this area, doesn’t take into consideration the specificities of this sector. From this point of view, the music schools seems to feel more like an object than a subject of this regulation, underestimating its role as actors with regulatory capacity. In 2008, due to the imposed (by the Ministry of Education) normative rules, in the delivery regimes of the vocational music courses, with special relevance in the articulated delivery, financial, organizational and pedagogical changes in the vocational music schools were introduced and this process was experienced by them as something that was external, and about which they haven’t been sufficiently heard. The current research aims at investigating how the articulated delivery in Music Education is made in a public music school and in a private music school, according to the perception of the involved actors/stakeholders. In order to answer this question, a naturalistic investigation was developed, using as a research strategy the multiple case study, which took place in a public vocational school and in a private vocational school. The present study suggests that beyond the control regulation by the Ministry of Education, the schools have exercised, in this process, a regulatory determinant role, either through a joint regulation with the Ministry, or through an autonomous regulation, proving that all structuring processes of the articulated delivery in Music Education, have been the result not from a single source of regulation, but from a multiregulation process, involving all the actors/stakeholders.
This master’s degree thesis is inserted in Sciences of Education domain, in the specialization area of Educational Administration, having as main focus the regulation of the educational system concerning the vocational education in music. This kind of education is delivered in specialized schools which have a general understanding that the Ministry of Education, when producing regulation in this area, doesn’t take into consideration the specificities of this sector. From this point of view, the music schools seems to feel more like an object than a subject of this regulation, underestimating its role as actors with regulatory capacity. In 2008, due to the imposed (by the Ministry of Education) normative rules, in the delivery regimes of the vocational music courses, with special relevance in the articulated delivery, financial, organizational and pedagogical changes in the vocational music schools were introduced and this process was experienced by them as something that was external, and about which they haven’t been sufficiently heard. The current research aims at investigating how the articulated delivery in Music Education is made in a public music school and in a private music school, according to the perception of the involved actors/stakeholders. In order to answer this question, a naturalistic investigation was developed, using as a research strategy the multiple case study, which took place in a public vocational school and in a private vocational school. The present study suggests that beyond the control regulation by the Ministry of Education, the schools have exercised, in this process, a regulatory determinant role, either through a joint regulation with the Ministry, or through an autonomous regulation, proving that all structuring processes of the articulated delivery in Music Education, have been the result not from a single source of regulation, but from a multiregulation process, involving all the actors/stakeholders.
Description
Keywords
Regulação Políticas Públicas de Educação Ensino Artístico Ensino da Música Regime Articulado Regulation Educational Public Policies Artistic Education Music Education Articulated Delivery in Music Education