O trabalho cooperativo entre professores nos diferentes grupos de área disciplinar na mesma escola
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2012
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O trabalho cooperativo nas comunidades escolares apresenta inúmeras vantagens ao nível
do desenvolvimento dos alunos, dos professores e da própria escola. No entanto, continuam a
existir várias lacunas neste tipo de actividades e, especificando Portugal, existem muitos trabalhos
de tipo diagnóstico, que não chegam para implantar cultura de cooperação. Quando falamos da
implementação da cooperação nas escolas, temos de atender, obrigatoriamente, à cultura de escola
vivenciada nas mesmas e à liderança, pois influenciam a cooperação.
Este trabalho tem como finalidade verificar até que ponto existe trabalho cooperativo entre
professores e perceber como se desenvolve a cultura de cooperação entre professores nos
diferentes grupos de área disciplinar duma mesma escola. Para verificar este objectivo,
participaram 13 responsáveis dos diferentes grupos de Áreas Disciplinares de uma escola
secundária da zona do Estoril. Estes foram inquiridos através da aplicação de um questionário
adaptado, daquele que foi validado e utilizado por Bolam et al (2005), e através de uma entrevista
semi-estruturada, para análise da percepção que os mesmos têm sobre a cooperação e a cultura
vivenciada dentro dos seus Grupos de Área Disciplinar.
No geral, verificou-se que, relativamente à cooperação e à cultura cooperativa de grupo, os
Departamentos de Área Curricular não diferem significativamente entre si, não existindo um
grande sentido de cooperação. De acordo com as percepções dos inquiridos, verificou-se que
existe uma fraca participação dos professores em acções cooperativas focalizadas no
desenvolvimento profissional docente e focalizadas no desenvolvimento da cultura cooperativa ou
através das precárias condições ou práticas extrínsecas a este desenvolvimento. Analisando a
globalidade das mudanças verificadas nos últimos dois anos, constatou-se que os Grupos de Área
Disciplinar estão a viver um momento de estagnação na maioria das questões inquiridas.
Averiguou-se, também, que a não/fraca liderança por parte dos responsáveis de grupo de área
disciplinar, resulta numa fraca participação dos professores em questões cooperativas.
Através deste estudo, pode-se concluir que existe uma fraca cooperação entre os professores
do mesmo Grupo de Área Disciplinar desta escola. Conclui-se também que a escola atravessa um
momento de estagnação, não existindo um real desenvolvimento da cultura cooperativa na escola.
Cooperative work in school communities presents numerous advantages at the level of student, teacher and school development. However, there are still several gaps in this kind of activities and, specifically in Portugal, there have been many diagnostic-type studies, which are not enough to impose a cooperative culture. When referring to the implementation of cooperation in schools, one must necessarily cater to culture experienced in school, as well as to leadership, which influence cooperation. The goal of this study was to determine wither is cooperative work between teachers and to understand how this cooperation culture develops among teachers of different subject-area workgroups of the same school. To accomplish this goal, thirteen head teachers of different subject-area workgroups of the same school in Estoril participated in this study. They were inquired by means of a questionnaire, adapted from an existing survey that was validated and used by Bolam et al (2005), and through a semi-structured personal interview, in order to analyze their own perception of the culture and cooperation experienced within their workgroup. In general, it was found that, regarding cooperation and the cooperation culture within the workgroup, the various curricular departments did not significantly differ, and that there wasn’t a great sense of cooperation amongst them. According to the inquired individual’s self-perception, it was verified that there is an insufficient or weak participation of teachers in cooperative actions, focused on the professional teaching development, on the development of a cooperative culture or through precarious or substandard conditions and practices, extrinsic to this development. Analyzing the global changes observed in these past two years, it was found that the subject-area workgroups are going through a moment of stagnation in most of the inquired topics. It was also concluded that the weak or nonexistent leadership of the heads of the subject-area workgroups results in weak participation of teachers in cooperative matters. Through this study one concludes that there is weak cooperation between teachers of the same workgroup for this particular school. One also finds the school to be going through a stagnancy moment, revealing no real evolution or development of a cooperative culture in school.
Cooperative work in school communities presents numerous advantages at the level of student, teacher and school development. However, there are still several gaps in this kind of activities and, specifically in Portugal, there have been many diagnostic-type studies, which are not enough to impose a cooperative culture. When referring to the implementation of cooperation in schools, one must necessarily cater to culture experienced in school, as well as to leadership, which influence cooperation. The goal of this study was to determine wither is cooperative work between teachers and to understand how this cooperation culture develops among teachers of different subject-area workgroups of the same school. To accomplish this goal, thirteen head teachers of different subject-area workgroups of the same school in Estoril participated in this study. They were inquired by means of a questionnaire, adapted from an existing survey that was validated and used by Bolam et al (2005), and through a semi-structured personal interview, in order to analyze their own perception of the culture and cooperation experienced within their workgroup. In general, it was found that, regarding cooperation and the cooperation culture within the workgroup, the various curricular departments did not significantly differ, and that there wasn’t a great sense of cooperation amongst them. According to the inquired individual’s self-perception, it was verified that there is an insufficient or weak participation of teachers in cooperative actions, focused on the professional teaching development, on the development of a cooperative culture or through precarious or substandard conditions and practices, extrinsic to this development. Analyzing the global changes observed in these past two years, it was found that the subject-area workgroups are going through a moment of stagnation in most of the inquired topics. It was also concluded that the weak or nonexistent leadership of the heads of the subject-area workgroups results in weak participation of teachers in cooperative matters. Through this study one concludes that there is weak cooperation between teachers of the same workgroup for this particular school. One also finds the school to be going through a stagnancy moment, revealing no real evolution or development of a cooperative culture in school.
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Orientação : Maria do Carmo Clímaco
Palavras-chave
DESPORTO, LIDERANÇA, EDUCAÇÃO, COOPERAÇÃO, SPORT, LEADERSHIP, EDUCATION, COOPERATION, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION