O trabalho colaborativo da equipa técnico-pedagógica de um centro novas oportunidades
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2012
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O trabalho da equipa técnico-pedagógica dos centros novas oportunidades deve assentar em práticas colaborativas, de modo a nortear-se pelo rigor e pela qualidade do serviço pois, só assim, se poderá realizar um acompanhamento adequado dos adultos.
Alguns adultos referem que ao longo do processo de reconhecimento, validação e certificação de competências não tiveram o acompanhamento adequado por parte de alguns elementos da equipa técnico-pedagógica e, nesse sentido, considerámos que seria importante investigar se tal acontece, e daí a questão geral da nossa investigação - Como é que a equipa técnico-pedagógica pode promover o trabalho colaborativo de modo a realizar um acompanhamento adequado ao candidato? Efetivamente, só através do trabalho colaborativo, por parte da equipa, o adulto poderá ter um acompanhamento adequado pois “a complexidade dos problemas exige trabalho em equipa decorrente da assunção de projectos comuns.” (Alarcão e Tavares, 2003, p. 132).
Assim, e tendo sempre por objetivo a implementação de boas práticas, levámos a cabo esta investigação, de natureza qualitativa, assente num estudo de caso, recorrendo também a dados de natureza quantitativa, de modo a analisar a importância do trabalho colaborativo no seio da equipa técnico-pedagógica dos centros novas oportunidades.
Os resultados do nosso estudo permitem-nos concluir que as práticas colaborativas da equipa técnico-pedagógica do centro novas oportunidades, por nós investigado, não se encontram ainda devidamente consolidadas, mas os momentos de partilha e de reflexão já são uma realidade, pelo que a equipa tem plena consciência que é deste modo que deve nortear o seu trabalho. Assim, os dados obtidos apontam para a necessidade da equipa promover o trabalho colaborativo, intensificando os momentos de reflexão, envolvendo todos os elementos, onde se partilhem materiais, procedimentos e estratégias, de modo a desenvolver a capacidade crítica e auto-reflexiva. O coordenador tem um papel fundamental, enquanto supervisor e elemento dinamizador deste processo, devendo ser capaz de motivar a equipa a trabalhar deste modo, visando um acompanhamento adequado do candidato ao longo do processo de reconhecimento, validação e certificação de competências.
The work of the technical-pedagogical team of the new opportunities centres should be based on collaborative practices, in order to be guided by the accuracy and the quality of the service, because, only then, a proper monitoring of adults can be carried out. Some adults report that during the process of recognition, validation and certification of competences, did not have the adequate monitoring by some elements of the technicalpedagogical team and regarding this, we considered that it would be important to investigate if that happens, and that is why the general issue of our investigation - How can the technical-pedagogical team promote the collaborative work in order to conduct an appropriate monitoring to the candidate? In fact, only through the collaborative work of the team, may the adult have an appropriate monitoring since "the complexity of problems demands a team work resulting from the assumption of joint projects." (Alarcão e Tavares, 2003, p.132) Therefore, and always having as aim purpose the implementation of good practices, we conducted this research of qualitative nature, based on a case study, using also quantitative data in order to analyse the importance of collaborative work within the technicalpedagogical team of the new opportunities centres. The results of this study allow us to conclude that the collaborative practices of the technical-pedagogical team of the new opportunities centre, that we investigated, are not yet properly consolidated, but the moments of sharing and reflection are already a reality, so the team is fully aware that it is this way that their work should be conducted. Thus, the data of our study point out the need of the team to promote collaborative work deepening the moments of reflection, involving all elements, where materials, procedures and strategies are shared, in order to develop the critical and self-reflexive capacity. The coordinator plays a key role as a supervisor and pro-active element of this process, and should be able to motivate the team to work in a similar way, targeting an appropriate monitoring of the candidate through the process of recognition, validation and certification of skills.
The work of the technical-pedagogical team of the new opportunities centres should be based on collaborative practices, in order to be guided by the accuracy and the quality of the service, because, only then, a proper monitoring of adults can be carried out. Some adults report that during the process of recognition, validation and certification of competences, did not have the adequate monitoring by some elements of the technicalpedagogical team and regarding this, we considered that it would be important to investigate if that happens, and that is why the general issue of our investigation - How can the technical-pedagogical team promote the collaborative work in order to conduct an appropriate monitoring to the candidate? In fact, only through the collaborative work of the team, may the adult have an appropriate monitoring since "the complexity of problems demands a team work resulting from the assumption of joint projects." (Alarcão e Tavares, 2003, p.132) Therefore, and always having as aim purpose the implementation of good practices, we conducted this research of qualitative nature, based on a case study, using also quantitative data in order to analyse the importance of collaborative work within the technicalpedagogical team of the new opportunities centres. The results of this study allow us to conclude that the collaborative practices of the technical-pedagogical team of the new opportunities centre, that we investigated, are not yet properly consolidated, but the moments of sharing and reflection are already a reality, so the team is fully aware that it is this way that their work should be conducted. Thus, the data of our study point out the need of the team to promote collaborative work deepening the moments of reflection, involving all elements, where materials, procedures and strategies are shared, in order to develop the critical and self-reflexive capacity. The coordinator plays a key role as a supervisor and pro-active element of this process, and should be able to motivate the team to work in a similar way, targeting an appropriate monitoring of the candidate through the process of recognition, validation and certification of skills.
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Orientação: Roque Rodrigues Antunes
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EDUCAÇÃO, DESENVOLVIMENTO PROFISSIONAL, PROFESSORES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, PRÁTICAS PEDAGÓGICAS, EDUCATION, PROFESSIONAL DEVELOPMENT, TEACHERS, PEDAGOGICAL PRACTICES