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Advisor(s)
Abstract(s)
A educação é um fenómeno multidimensional e complexo, sendo
considerado um eixo estratégico e alavanca de desenvolvimento de um país.
A escola, como palco de inúmeras tensões e desafios, deverá assumir um
papel determinante na melhoria da qualidade do ensino, no
desenvolvimento dos seus profissionais e no seu próprio desenvolvimento
organizacional. Esta conceção contraria a visão tradicional da Administração
Central que impõe mudanças no sentido top-down, que tendem a revelar-se
desajustadas às organizações, dificultando em algumas circunstâncias a
necessária dinâmica evolutiva. Por vezes, as dificuldades resultam do
funcionamento de estruturas intermédias, como é o caso dos centros de
formação de associação de escolas, que atualmente desenvolvem a sua
atividade com inúmeras limitações. Do interior das escolas advêm ainda
outros problemas resultantes da escassez de recursos, da (in)ação
estratégica ou da dificuldade da interação dos seus atores.
Tendo presente que há uma relação intrínseca entre o desenvolvimento
organizacional das instituições e o desenvolvimento profissional dos seus
docentes, emerge o conceito de formação contínua centrada na escola,
entendido como processo estratégico de (auto)capacitação implementado a
partir dos seus problemas e das necessidades dos seus profissionais, que
poderá potenciar respostas aos desafios constantes que ambos enfrentam,
contribuindo decisivamente para a sua evolução.
Esta realidade constitui o foco deste trabalho, que parte do
enquadramento teórico e legal da temática para o estudo da dinâmica
formativa de um agrupamento de escolas públicas, culminando na projeção
estratégica da ação prospetiva fundamentada, otimizadora da formação
contínua e potenciadora do desenvolvimento da Instituição e dos seus
docentes.
Education is a multidimensional and complex phenomenon, which is regarded as a strategic axle and the lever of the development of a country. A school, as the place of many challenges and tensions, must play a key role in improving the quality of education, in the development of its professionals and in its own organizational development. This concept goes against the traditional view of the Central Administration which imposes changes on a top-down direction that tend to be inadequate to organizations, making it harder for the necessary evolution to occur under certain circumstances. Sometimes the difficulties arise from the way of functioning of the intermediate structures, as it is the case of the association of training centres in schools, which currently develop their activity under numerous constraints. Other problematic issues also arise from inside the schools due to the scarcity of resources, the strategic (non)action or the difficulty in interacting of the intervenients. Taking into consideration that there is an intrinsic relationship between the organizational development of institutions and the professional development of their teachers, there is the emergence of the concept of continuing training focused on school, regarded as a strategic process of (self) training implemented from its problems and the teachers' needs, which will contribute to find answers to the constant challenges that they face, being a decisive contribute to evolution. This reality is the focus of this work, which begins with the legal and theoretical framework, goes on to the dynamics of professional training of a group of public schools and culminates in the strategic projection of justified prospective action, which optimizes continuous training and enhances the development of the institution and of the teachers.
Education is a multidimensional and complex phenomenon, which is regarded as a strategic axle and the lever of the development of a country. A school, as the place of many challenges and tensions, must play a key role in improving the quality of education, in the development of its professionals and in its own organizational development. This concept goes against the traditional view of the Central Administration which imposes changes on a top-down direction that tend to be inadequate to organizations, making it harder for the necessary evolution to occur under certain circumstances. Sometimes the difficulties arise from the way of functioning of the intermediate structures, as it is the case of the association of training centres in schools, which currently develop their activity under numerous constraints. Other problematic issues also arise from inside the schools due to the scarcity of resources, the strategic (non)action or the difficulty in interacting of the intervenients. Taking into consideration that there is an intrinsic relationship between the organizational development of institutions and the professional development of their teachers, there is the emergence of the concept of continuing training focused on school, regarded as a strategic process of (self) training implemented from its problems and the teachers' needs, which will contribute to find answers to the constant challenges that they face, being a decisive contribute to evolution. This reality is the focus of this work, which begins with the legal and theoretical framework, goes on to the dynamics of professional training of a group of public schools and culminates in the strategic projection of justified prospective action, which optimizes continuous training and enhances the development of the institution and of the teachers.
Description
Keywords
Formação contínua Profissionalidade docente Desenvolvimento organizacional Formação centrada na escola Continuous training Teacher’s professional development Organizational development Training focused on school
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação