A liderança dos professores para a equidade e a aprendizagem
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2015-07-03
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Edições Universitárias Lusófonas
Resumo
Nas últimas duas décadas, a investigação sobre a liderança nas escolas tem vindo a evidenciar a sua relação com a qualidade da vida escolar (Elmore, 2008; Poekert, 2012). Porém, a ênfase tem sido maioritariamente colocada no papel das lideranças formais, que se reconhece influenciarem os professores e, por via deles, a qualidade das aprendizagens dos alunos. Por outro lado, Woods e Roberts (2013) evidenciam tanto a inevitabilidade da liderança ser distribuída nas escolas como, quando reconhecida e intencionalmente fomentada, ser uma estratégia de desenvolvimento social, de reforço dos valores da participação democrática de todos os implicados no processo de ensino e aprendizagem e, consequentemente, da promoção da equidade e da justiça social. Assim, julgamos necessário deslocar a ênfase para a “liderança dos professores”, nomeadamente a sua autoliderança e a liderança dos seus alunos, isto é, que se considere os professores quando são chamados a liderar o desenvolvimento do currículo e os seus alunos tanto durante o trabalho na sala de aula como no processo de aquisição das aprendizagens, cuja qualidade decorre, em grande medida, do investimento que os professores fazem no seu próprio desenvolvimento pessoal e profissional (Flores, Ferreira & Fernandes, 2014). Com o objetivo de estimular uma reflexão que possa aprofundar e definir novos percursos de investigação sobre a liderança nas escolas, apresenta-se, neste texto, uma revisão da literatura de obras e autores diversos, que incidem sobre o perfil e a ação dos professores, enquanto sujeitos que mais diretamente influenciam as aprendizagens dos alunos e dos colegas, com impacto social transformador.
In the last two decades, research on school leadership has been highlighting its relationship with the quality of school life(Elmore, 2008; Poekert, 2012). However, the focus has been mainly on the roles of formal leaders, to whom it is acknowledge influencing teachers and, through them, the quality of students’ learning. On the other hand, Woods and Roberts (2013) show both the inevitability of leadership being distributed in schools and, when recognized and intentionally fostered, therefore becoming a strategy of social development, on strengthening the values of democratic participation of all the ones involved in the teaching-learning process, and this way the promotion of equity and social justice. Thus, we deem necessary to focus on the “leadership of teachers”, including their self-leadership and the leadership of their students, meaning to consider teachers when they are called to lead the development of the curriculum and their students both during the work in the classroom and in the learning process, the quality of which stems largely from the investment teachers do in their own personal and professional development (Flores, Ferreira and Fernandes, 2014). In order to stimulate and enable an in depth reflection and definition of new research approaches to leadership in schools as a multifaceted process, it is presented in this paper a review of literature comprising works and authors focused on the profile and teachers’ agency, as subjects who most directly influence students’ and colleagues’ learning with transforming social impact.
In the last two decades, research on school leadership has been highlighting its relationship with the quality of school life(Elmore, 2008; Poekert, 2012). However, the focus has been mainly on the roles of formal leaders, to whom it is acknowledge influencing teachers and, through them, the quality of students’ learning. On the other hand, Woods and Roberts (2013) show both the inevitability of leadership being distributed in schools and, when recognized and intentionally fostered, therefore becoming a strategy of social development, on strengthening the values of democratic participation of all the ones involved in the teaching-learning process, and this way the promotion of equity and social justice. Thus, we deem necessary to focus on the “leadership of teachers”, including their self-leadership and the leadership of their students, meaning to consider teachers when they are called to lead the development of the curriculum and their students both during the work in the classroom and in the learning process, the quality of which stems largely from the investment teachers do in their own personal and professional development (Flores, Ferreira and Fernandes, 2014). In order to stimulate and enable an in depth reflection and definition of new research approaches to leadership in schools as a multifaceted process, it is presented in this paper a review of literature comprising works and authors focused on the profile and teachers’ agency, as subjects who most directly influence students’ and colleagues’ learning with transforming social impact.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, LIDERANÇA, APRENDIZAGEM ESCOLAR, DESENVOLVIMENTO PESSOAL, DESENVOLVIMENTO PROFISSIONAL, MUDANÇAS SOCIAIS, EDUCATION, LEADERSHIP, SCHOOL LEARNING, PERSONAL DEVELOPMENT, PROFESSIONAL DEVELOPMENT, SOCIAL CHANGES, SDG 16 - Peace, Justice and Strong Institutions
Citação
Antunes , R R & Silva , A P L D 2015 , ' A liderança dos professores para a equidade e a aprendizagem ' , Revista Lusófona de Educação , vol. 30 , no. 30 , pp. 73 - 97 .