As competências dos professores para a promoção da saúde
Miniatura indisponível
Ficheiros
Data
2013
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Numa sociedade, em constante e acelerada mutação, os desafios impostos à
docência são cada vez maiores e mais complexos. Os professores são confrontados, com
novas tarefas, maior profissionalismo, mais responsabilidades e sobretudo uma panóplia de
competências bem diversificadas, exigindo-se-lhes que articulem o conhecimento resultante
da sua formação e das suas experiências educativas com os resultados da pesquisa e do
desenvolvimento teórico produzido, através de uma prática reflexiva. Enquadrada em meio
escolar, a educação e promoção da saúde, sendo um projeto de grande especificidade,
requere do professor uma adequada formação e um rigoroso trabalho de desenvolvimento
de competências pessoais e sociais.
Assim, com esta perceção e neste enquadramento, orientou-se esta investigação
em torno da seguinte questão geral: que competências devem possuir, ou adquirir, os
professores do Projeto de Promoção e Educação para a Saúde?
No mais recente estudo sobre a promoção de saúde, elaborado em Portugal pelo
Grupo de Trabalho de Educação Sexual para o Ministério da Educação, reconhece-se a
importância de definir a formação e as características gerais do professor-coordenador, uma
vez que a Educação para a Saúde é um processo baseado em regras científicas que se
serve de oportunidades educacionais programadas para permitir que indivíduos isolados ou
em conjunto, tomem e influenciem decisões fundamentadas sobre assuntos relacionados
com a saúde.
Através desta investigação, de natureza qualitativa, assente num estudo de caso,
com recurso às técnicas da análise documental, observação e entrevista, envolvendo
múltiplas fontes de informação ricas no contexto, foi possível elaborar um perfil de
competências necessárias ao professor do PES.
Da análise de conteúdo emergiram como considerações mais importantes: as
múltiplas competências pessoais e profissionais necessárias ao docente do PES e o modelo
de formação que se adequa à aquisição dessas competências.
Os resultados deste estudo evidenciaram que os docentes integrados no PES
privilegiam as competências científicas e pedagógicas, efetuam o diagnóstico com vista à
resolução de problemas, planeando, organizando e avaliando as atividades que
desenvolvem, com criatividade e inovação. Estes professores são proactivos, possuem
competências de liderança e mobilização, que aliam à cooperação e à gestão do trabalho
em grupo/equipa, revelando conhecimento da visão e missão da escola.
In a society of constant and accelerated changes, the challenges of teaching are becoming larger and more complex. Teachers are faced with new tasks, more professionalism, more responsibilities and above all, a range of diversified skills which require them to articulate the knowledge resulting from their training and their educational experiences with the results of research and theoretical development produced by reflective practice. Strutured in a school environment and being a project of great specificity, education and health promotion requires adequate teachers' training and rigorous work of developing personal and social skills. So with this perception and with this structure, this research was guided around the following general question: what skills teachers of Project Promotion and Health Education should have or acquire? In the latest study on the promotion of health, developed in Portugal by the Working Group for Sex Education to the Ministry of Education, it was recognized the importance of the training set and the general characteristics of the teacher-coordinator, since the Education for health is a process based on scientific rules which uses programmed educational opportunities to allow individually or in groups, and influence individuals to take informed decisions about matters related to health decisions. Through this investigation/reseach, of qualitative nature, which is based on a study case and analyses of diverse documental techniques, observation and interviews, involving multiple rich sources of information, it was possible to develop a profile of the skills necessary for a PES’s teacher. From this content analysis have emerged the most important considerations: the multiple personal and professional skills necessary for the teaching of PES and training model that allows the acquisition of those skills. The results of this study showed that teachers in integrated PES emphasize the scientific and pedagogical skills, perform the diagnosis with a view to problem solving, planning, organizing and evaluating the activities that they develop with creativity and innovation. These teachers are pro-active, they possess leadership and mobilization skills that combine cooperation and management by working in groups / team, they also show great knowledge on the area and know their mission towards the school.
In a society of constant and accelerated changes, the challenges of teaching are becoming larger and more complex. Teachers are faced with new tasks, more professionalism, more responsibilities and above all, a range of diversified skills which require them to articulate the knowledge resulting from their training and their educational experiences with the results of research and theoretical development produced by reflective practice. Strutured in a school environment and being a project of great specificity, education and health promotion requires adequate teachers' training and rigorous work of developing personal and social skills. So with this perception and with this structure, this research was guided around the following general question: what skills teachers of Project Promotion and Health Education should have or acquire? In the latest study on the promotion of health, developed in Portugal by the Working Group for Sex Education to the Ministry of Education, it was recognized the importance of the training set and the general characteristics of the teacher-coordinator, since the Education for health is a process based on scientific rules which uses programmed educational opportunities to allow individually or in groups, and influence individuals to take informed decisions about matters related to health decisions. Through this investigation/reseach, of qualitative nature, which is based on a study case and analyses of diverse documental techniques, observation and interviews, involving multiple rich sources of information, it was possible to develop a profile of the skills necessary for a PES’s teacher. From this content analysis have emerged the most important considerations: the multiple personal and professional skills necessary for the teaching of PES and training model that allows the acquisition of those skills. The results of this study showed that teachers in integrated PES emphasize the scientific and pedagogical skills, perform the diagnosis with a view to problem solving, planning, organizing and evaluating the activities that they develop with creativity and innovation. These teachers are pro-active, they possess leadership and mobilization skills that combine cooperation and management by working in groups / team, they also show great knowledge on the area and know their mission towards the school.
Descrição
Orientação: Roque Rodrigues Antunes
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCATION, COMPETÊNCIAS PROFISSIONAIS, PROFESSIONAL SKILLS, PROFESSORES, TEACHERS