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A regulação do ensino vocacional da música: Um estudo sobre o regime articulado na perspetiva dos atores
| Summary: | 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. |
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| Authors: | Gonçalves, Cecília de Almeida |
| Subject: | Ensino Artístico Políticas Públicas de Educação Ensino da Música Articulated Delivery in Music Education Regulation Regime Articulado Music Education Artistic Education Educational Public Policies Regulação |
| Year: | 2015 |
| Country: | Portugal |
| Document type: | master thesis |
| Identifiers: | ID: 201852713 |
| Access type: | Open |
| Associated institution: | Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências |
| Funded project code: | 201852713 |
| Language: | Portuguese |
| Origin: | Repositório Comum |
| Summary: | 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. |
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