Supervisão num contexto do papel humanista da escola face ao bullying função específica da liderança do diretor de turma
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2013
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Atualmente, falar de violência escolar é também falar de bullying ou mesmo de cyberbullying. Ao mesmo tempo que isola os sujeitos do processo educativo, o bullying esco-lar é uma ameaça à democratização das relações sociais e à realização da singularidade pes-soal do aluno. O autor aborda esta problemática social, pedagógica e ética em resultado do seu compromisso profissional de professor e de diretor de turma, com experiências muito concre-tas nesse âmbito. Daí que tenha formulado para o seu trabalho a questão.
O contributo da supervisão para a melhoria das relações educativas escolares revela-se de modo especial na sua aplicação em contexto de turma, através do diretor de turma. Definir e selecionar tipos de supervisão e de liderança mais ajustados é um dos objetivos deste trabalho.
Associado a uma escola massificada e à perda de referenciais educativos norteados por uma ética e uma moral uniformizadoras, o fenómeno do bullying não pode considerar-se uma inevitabilidade para a escola. Ao diretor de turma está reservado um enorme papel de diagnóstico, apoio e intervenção junto dos alunos, dos encarregados de educação e dos outros professores.
Considerando importante a informação clara sobre a temática, o autor apresenta um projeto de intervenção junto da escola e da comunidade educativa, sob a forma de um seminá-rio, com participação mais direta de um presidente de associação de famílias, de uma psicólo-ga escolar, de um inspetor da polícia judiciária e de um diretor de turma investigador na área do bullying. Na abordagem teórica e no projeto, procura a resposta à questão: como poderá o diretor de turma congregar uma perspetiva humanista da comunidade escolar com os recursos supervisivos de modo a prevenir e a debelar comportamentos de bullying escolar?
Nowadays talking about school violence is also about talking about bullying or really cyberbullying. It simultaneously isolates the intervenients of the educational process, school bullying is a threat to the democratisation of social relationships and the fulfilment of stu-dent’s personal singularity. The author approaches the social, ethical and pedagogical ethics as a result of its professional commitment as a teacher, a director class, with many concrete experiences on this area. Under this perspective the question for his work was formulated. The contribution of supervision for the improvement of school educational relation-ships is revealed in a special way in its use in class context, through the director class. To de-fine and to select more adequate types of supervision and leadership is one of the aims of this work. Associated with the school of masses and to the loss of educational references guided by uniformizing ethics and moral support, the bullying phenomenon can´t be considered as an inevitability to school. To the director class will be left a diagnosis role, support and interven-tion near the students, the students´caregivers and near other teachers. Considering of great importance the clear information on the topic, the author intro-duces near the school and the educational community through a seminar, with a more direct participation of a president of an association of families, of a school psychologist, a judicial police inspector and a school director and a class director researcher in bullying. In the theo-retical approach and in the project it is asked the answer to the question: how will the class director be able to congregate an humanistic perspective of school community with supervis-ing resources in a way to prevent and to quell bullying school behaviours?
Nowadays talking about school violence is also about talking about bullying or really cyberbullying. It simultaneously isolates the intervenients of the educational process, school bullying is a threat to the democratisation of social relationships and the fulfilment of stu-dent’s personal singularity. The author approaches the social, ethical and pedagogical ethics as a result of its professional commitment as a teacher, a director class, with many concrete experiences on this area. Under this perspective the question for his work was formulated. The contribution of supervision for the improvement of school educational relation-ships is revealed in a special way in its use in class context, through the director class. To de-fine and to select more adequate types of supervision and leadership is one of the aims of this work. Associated with the school of masses and to the loss of educational references guided by uniformizing ethics and moral support, the bullying phenomenon can´t be considered as an inevitability to school. To the director class will be left a diagnosis role, support and interven-tion near the students, the students´caregivers and near other teachers. Considering of great importance the clear information on the topic, the author intro-duces near the school and the educational community through a seminar, with a more direct participation of a president of an association of families, of a school psychologist, a judicial police inspector and a school director and a class director researcher in bullying. In the theo-retical approach and in the project it is asked the answer to the question: how will the class director be able to congregate an humanistic perspective of school community with supervis-ing resources in a way to prevent and to quell bullying school behaviours?
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Orientação: Ana Paula Silva ; co-orientação: Carlos Fernandes Maia
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, BULLYING, BULLYING