A ação do Diretor de Turma na promoção do trabalho colaborativo do Conselho de Turma
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2012
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Conscientes das dificuldades atualmente existentes nas escolas, cada vez mais marcadas por uma evolução vertiginosa, caracterizada pela heterogeneidade, diversidade e diferenciação dos seus intervenientes, revestem-se de particular importância, a liderança, a supervisão pedagógica e as características específicas que estas assumem no contexto escolar. Nesta perspetiva, com esta investigação de natureza qualitativa, assente num estudo de caso, procurámos analisar a ação do Diretor de Turma na promoção de um trabalho colaborativo no Conselho de Turma, as vantagens dessa atuação e as dificuldades sentidas por este órgão de gestão intermédia na procura da participação e da intervenção de todos, ao serviço da concretização dos objetivos comuns e das grandes metas, que são a qualidade do ensino e a formação de cidadãos de pleno direito.
Dado o caráter interpretativo deste estudo e com vista a obter um conjunto válido e significativo de dados, permitindo a sua triangulação, selecionámos como instrumentos de recolha de dados, a entrevista, o diário de bordo e os Projetos Curriculares de Turma, procurando assim, dar uma maior consistência e rigor a todo o processo investigativo. De forma a organizar, reduzir e analisar o volume de dados acumulados ao longo da investigação, procedemos à sua codificação, categorização e análise, de forma a encontrar padrões, regularidades e possíveis respostas às questões de investigação.
Do nosso estudo, concluímos que a ação do Diretor de Turma não se deve limitar ao cumprimento das tarefas legalmente definidas na legislação, mas também, desenvolver competências ao nível da comunicação e das relações interpessoais, do espírito empreendedor e da capacidade de motivação, pois só deste modo, o Diretor de Turma poderá exercer verdadeiras funções de liderança e supervisão, atuando como um agente de mudança, capaz de impelir todos aqueles que consigo trabalham, no sentido de implementar uma cultura de escola, que a constitua como uma organização com identidade própria, na qual todos se envolvem, capaz de responder adequadamente, aos desafios permanentemente colocados pela sociedade.
Nowadays, schools deal with a variety of problems, as they are increasingly affected by rapid change, heterogeneity, diversity and differentiation of all those involved. Thus, leadership and pedagogical supervision gain renewed importance in the school context. Within this framework, in this qualitative research project based on a case study, the role of the form tutor was analyzed. The present study looks at how the form tutor promotes collaboration amongst the class teachers, as well as the advantages of this approach and the constraints felt by form tutors in trying to promote the active participation of all those involved, in order to achieve common objectives and overall goals, namely promoting good teaching practices and shaping responsible citizens. Given the interpretative character of this study, and in order to obtain a valid and meaningful set of data that can be triangulated, the instruments used to collect data were the interview, the logbook and the Curricular Class Project. In this way, we hoped to achieve a higher level of consistency and accuracy. In an attempt to organize, reduce and analyze the volume of data gathered throughout the research conducted, the data was coded, categorized and analyzed in search of patterns, regularity and possible answers to the questions posed. The study has led to the conclusion that the role of the form tutor should not be limited to complying with the tasks defined by law. The form tutor should also develop skills in terms of communication and inter-personal relations, initiative and the ability to motivate. Only thus will the form tutor truly be a leader and supervisor and act as an agent of change, capable of driving all of his co-workers towards the implementation of a school ethos, providing the school with its own sense of identity, as an institution that involves everyone and is capable of rising to the challenges of modern society.
Nowadays, schools deal with a variety of problems, as they are increasingly affected by rapid change, heterogeneity, diversity and differentiation of all those involved. Thus, leadership and pedagogical supervision gain renewed importance in the school context. Within this framework, in this qualitative research project based on a case study, the role of the form tutor was analyzed. The present study looks at how the form tutor promotes collaboration amongst the class teachers, as well as the advantages of this approach and the constraints felt by form tutors in trying to promote the active participation of all those involved, in order to achieve common objectives and overall goals, namely promoting good teaching practices and shaping responsible citizens. Given the interpretative character of this study, and in order to obtain a valid and meaningful set of data that can be triangulated, the instruments used to collect data were the interview, the logbook and the Curricular Class Project. In this way, we hoped to achieve a higher level of consistency and accuracy. In an attempt to organize, reduce and analyze the volume of data gathered throughout the research conducted, the data was coded, categorized and analyzed in search of patterns, regularity and possible answers to the questions posed. The study has led to the conclusion that the role of the form tutor should not be limited to complying with the tasks defined by law. The form tutor should also develop skills in terms of communication and inter-personal relations, initiative and the ability to motivate. Only thus will the form tutor truly be a leader and supervisor and act as an agent of change, capable of driving all of his co-workers towards the implementation of a school ethos, providing the school with its own sense of identity, as an institution that involves everyone and is capable of rising to the challenges of modern society.
Descrição
Orientação: Roque R. Antunes
Palavras-chave
EDUCAÇÃO, GESTÃO ESCOLAR, DIRETORES DE TURMA, EDUCATION, SCHOOL MANAGEMENT, FORM TEACHERS, LIDERANÇA, SUPERVISÃO, LEADERSHIP, SUPERVISION