Um percurso de mãos dadas : cursos profissionais rumo à vida ativa
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2013
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O presente estudo focaliza o contributo da supervisão da formação, em contexto de trabalho, pelo Diretor de Curso, pelo Monitor da Entidade de Acolhimento e pelo Orientador de Estágio, para a qualificação profissional de alunos Estagiários, a frequentarem cursos profissionais, na Escola pública portuguesa.
A revisão da literatura centrou-se numa abordagem supervisiva da Escola atual, enquanto comunidade educativa. Em consonância, procedeu-se à análise das funções dos vários intervenientes, na formação em contexto de trabalho, com especial incidência no Diretor de Curso, como supervisor e mediador de um trabalho conjunto, que interliga a Escola e o meio empresarial envolvente.
A pesquisa, um caso em estudo, realizou-se numa Escola do concelho de Matosinhos. Recorreu-se a uma metodologia mista, quantitativa e qualitativa, o que possibilitou a triangulação de resultados. No que concerne a vertente quantitativa, concretizaram-se dois inquéritos por questionário, tendo por amostra um total de 105 participantes na FCT, concretamente Diretores de Curso, Orientadores de Estágio, Monitores das Empresas e Alunos Formandos do terceiro ano, dos cursos profissionais, da Escola selecionada. Em acréscimo, procedeu-se à análise categorial dos Relatórios de estágio, referentes a oito alunos Estagiários, considerando os “contactos com os intervenientes”; “registos do trabalho colaborativo”, “distribuição da avaliação em FCT” e “variação das classificações final em FCT”.
Os resultados evidenciam que o acompanhamento dos alunos Estagiários é percecionado como fundamental, pelos intervenientes em FCT, quer da parte da Escola (Diretores de Curso e Orientadores de Estágio), quer da parte das Entidades de Acolhimento (Monitores). A caminhada, de “mãos dadas” com o formando, no entendimento dos intervenientes na FCT, conduz à formação, qualificação e sucesso do aluno, através da conjugação de um trabalho reflexivo e colaborativo.
Concluindo, o estudo comprova o contributo positivo da supervisão, especificamente da formação em contexto de trabalho, para a qualidade da qualificação profissional dos alunos Estagiários, nos cursos profissionais.
The present study focuses on the contribution of the supervision of training, in a work/job context, by the Course Director, by the Monitor of the hosting institution and by the Training Supervisor/Orientator, for the professional qualification of student trainees attending professional courses in the Portuguese public school system. The literature review focused/centered on a supervisional approach of today´s School, as an educational community. In line with the review, an analysis was made of the variety of functions of the various actors, in the work/job training context, with a special focus on the Course Director, as a supervisor and mediator of a combined work, which establishes a link between the school and the surrounding business environment. The research, a case study, which was carried out in a school in the municipality of Matosinhos, used a mixed methodology, quantitative and qualitative, which allowed a triangulation of results. As what regards to the quantitative aspects, having materialized two surveys by questionnaire and by sampling a total of 105 (one hundred and five) players/actors in the FCT (training in the work context), specifically the Course Directors, intern mentors, monitors of the companies and students trainees of the third year, of the professional courses, from the selected School. In addition, proceeding to a categorical analysis of the job training reports, referring to eight intern students, considering the "contacts with the actors/players"; "records/registers of collaborative work", "distribution of the evaluation in the FCT (training in the work context)" and the “variation of final classifications in the FCT (training in the work context)" process. The results show that the follow-up of students and trainees are fundamental, by the actors in FCT (training in the work context) process, either on the part of the School (Course Directors and intern mentors), but also on the part of the host entities (Monitors). The long walk, "hand in hand" with the trainee, in perceiving (understanding) the actors involved in the FCT (training in the work context) process, leads effectively to the training, in the qualification and success of the student, through the combination of a reflective and collaborative work progression. In conclusion, the present study confirms the positive contribution of the supervision of the training process, specifically in the context of the work environment, for the quality of the professional training of the student trainees in professional/vocational courses.
The present study focuses on the contribution of the supervision of training, in a work/job context, by the Course Director, by the Monitor of the hosting institution and by the Training Supervisor/Orientator, for the professional qualification of student trainees attending professional courses in the Portuguese public school system. The literature review focused/centered on a supervisional approach of today´s School, as an educational community. In line with the review, an analysis was made of the variety of functions of the various actors, in the work/job training context, with a special focus on the Course Director, as a supervisor and mediator of a combined work, which establishes a link between the school and the surrounding business environment. The research, a case study, which was carried out in a school in the municipality of Matosinhos, used a mixed methodology, quantitative and qualitative, which allowed a triangulation of results. As what regards to the quantitative aspects, having materialized two surveys by questionnaire and by sampling a total of 105 (one hundred and five) players/actors in the FCT (training in the work context), specifically the Course Directors, intern mentors, monitors of the companies and students trainees of the third year, of the professional courses, from the selected School. In addition, proceeding to a categorical analysis of the job training reports, referring to eight intern students, considering the "contacts with the actors/players"; "records/registers of collaborative work", "distribution of the evaluation in the FCT (training in the work context)" and the “variation of final classifications in the FCT (training in the work context)" process. The results show that the follow-up of students and trainees are fundamental, by the actors in FCT (training in the work context) process, either on the part of the School (Course Directors and intern mentors), but also on the part of the host entities (Monitors). The long walk, "hand in hand" with the trainee, in perceiving (understanding) the actors involved in the FCT (training in the work context) process, leads effectively to the training, in the qualification and success of the student, through the combination of a reflective and collaborative work progression. In conclusion, the present study confirms the positive contribution of the supervision of the training process, specifically in the context of the work environment, for the quality of the professional training of the student trainees in professional/vocational courses.
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Orientação: Maria de Nazaré Castro Trigo Coimbra
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO PROFISSIONAL, QUALIFICAÇÃO PROFISSIONAL, EDUCATION, VOCATIONAL TRAINING, PROFESSIONAL QUALIFICATION