Investigação ação em turma de formação rumo a uma comunidade aprendente
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2014
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Os aprimoramentos ditados pela sociedade atual, local e global, nos processos de ensino aprendizagem, implicam uma emergente revisão das duas dimensões que lhe estão associadas.
É nas escolas e, em particular, nos conselhos de turma, que ambas se confrontam numa arena de significados múltiplos. É igualmente aí que a sua revisão, compreensão e melhoramento pode ser mais profícua.
Apesar da gestão curricular estar assegurada na legislação, refere-se maioritariamente a um nível vertical, deixando a horizontalidade e a transversalidade para um plano secundário ou inexistente. No entanto, estas perspetivas são essenciais numa abordagem de competências imprescindíveis na contemporaneidade e numa comunidade que se pretenda de aprendizagem.
Na convicção de que os professores detêm inúmeras capacidades cognitivas, emocionais e relacionais, estes emergem como os agentes fundamentais de mudança. Esta, no entanto, deve ser assumida como a correta, participada e colaborada, proveniente da reflexão que assenta num conhecimento teórico e prático. Decorre das considerações anteriores a formulação da questão: “Como promover a gestão curricular, através do trabalho colaborativo, no Conselho de Turma?”
No sentido de responder à questão supracitada, procurou-se um enquadramento teórico alicerçado em documentos escritos por investigadores reconhecidos, nacional e internacionalmente, bem como em testemunhos de muitos outros investigadores académicos, no âmbito da construção de comunidades aprendentes, indissociáveis do desenvolvimento profissional, da supervisão colaborativa e das boas práticas pedagógicas.
Em face da análise crítica e da reflexão decorrentes das leituras referidas, considera-se que é exequível e passível de uma polarização positiva, a implementação de uma ação de formação contínua, no modelo de projeto, aqui denominado de Turma de Formação, extensível a um ano letivo. Centralizada num Conselho de Turma, promove o desenvolvimento profissional docente em simultâneo com a qualidade das aprendizagens dos alunos, através da articulação curricular.
De acordo com as características exploratórias e investigativas do trabalho que se propõe realizar, o Projeto Turma de Formação será desenvolvido no âmbito da metodologia de investigação ação.
Dadas as considerações explanadas ao longo do presente trabalho, considera-se que a proposta apresentada reúne condições para ser um exemplo de boas práticas, de inovação e de colegialidade contagiante. Acredita-se que incentiva à reconceptualização de um novo desenho de identidade docente que se constrói pela colaboração reflexiva e atuante, num sentido de edificação de comunidades de aprendizagens múltiplas.
The enhancements dictated by the current local and global society in the processes of teaching and learning imply an emerging review of the two dimensions that are associated with it. It is in schools and, in particular, in class councils, that both face each other within an arena of multiple meanings. It is also there that their review, comprehension and improvement can be more profitable. Despite the curriculum management be ensured in the legislation, it refers mainly to a vertical level, leaving the horizontal and transverse to a secondary or non-existent plan. However, these perspectives are absolutely necessary on essential skills approaches actually, and in a community that is intended to be of learning behavior. Believing that teachers hold numerous cognition, emotional and relational capacities developed, they emerge as fundamental agents of change. This change, however, should be taken as correct, participated and collaborated, from the reflection that is based on a theoretical and practical knowledge. It follows from the foregoing the formulation of the question: “How can we promote curriculum management, through collaborative work, in class council?” In order to answer the aforementioned question, a theoretical framework was sought, grounded in documents written by recognized researchers, either national or internationally, as well as testimonies of many other academic researchers within the construction of learning communities, inseparable from the professional development of collaborative supervision and good pedagogical practices. In the face of critical analysis and reflection arising from these readings, it is considered that is possible and liable to a positive bias, the implementation of an action of continuous training, on the model project, here called Class Training, extendable to one year school. Centralized in class council, it promotes the professional development of teachers along with the quality of the students' learning, through curriculum articulation. According to the exploratory and investigative characteristics of the proposed work, the Class Training Project will be developed in the context of action research methodology. Given the considerations explained throughout the present work, it is considered that the proposal meets the requirements for being an example of good practices, innovation and constant collegiality. It is believed that it encourages the conceptualization of a new design of teacher identity, which is constructed of reflective and active collaboration, in a sense of building multiple learning communities.
The enhancements dictated by the current local and global society in the processes of teaching and learning imply an emerging review of the two dimensions that are associated with it. It is in schools and, in particular, in class councils, that both face each other within an arena of multiple meanings. It is also there that their review, comprehension and improvement can be more profitable. Despite the curriculum management be ensured in the legislation, it refers mainly to a vertical level, leaving the horizontal and transverse to a secondary or non-existent plan. However, these perspectives are absolutely necessary on essential skills approaches actually, and in a community that is intended to be of learning behavior. Believing that teachers hold numerous cognition, emotional and relational capacities developed, they emerge as fundamental agents of change. This change, however, should be taken as correct, participated and collaborated, from the reflection that is based on a theoretical and practical knowledge. It follows from the foregoing the formulation of the question: “How can we promote curriculum management, through collaborative work, in class council?” In order to answer the aforementioned question, a theoretical framework was sought, grounded in documents written by recognized researchers, either national or internationally, as well as testimonies of many other academic researchers within the construction of learning communities, inseparable from the professional development of collaborative supervision and good pedagogical practices. In the face of critical analysis and reflection arising from these readings, it is considered that is possible and liable to a positive bias, the implementation of an action of continuous training, on the model project, here called Class Training, extendable to one year school. Centralized in class council, it promotes the professional development of teachers along with the quality of the students' learning, through curriculum articulation. According to the exploratory and investigative characteristics of the proposed work, the Class Training Project will be developed in the context of action research methodology. Given the considerations explained throughout the present work, it is considered that the proposal meets the requirements for being an example of good practices, innovation and constant collegiality. It is believed that it encourages the conceptualization of a new design of teacher identity, which is constructed of reflective and active collaboration, in a sense of building multiple learning communities.
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Orientação: Nilza Henriques dos Santos
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, APRENDIZAGEM, PRÁTICAS PEDAGÓGICAS, PROFESSORES, INVESTIGAÇÃO-AÇÃO, EDUCATION, LEARNING, PEDAGOGICAL PRACTICES, TEACHERS, ACTION RESEARCH