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Abstract(s)
Dada a natureza da minha formação de base (professor de Física e Química), sempre impulsionei a curiosidade e o espírito crítico aos meus alunos e tentei fazê-los atores principais dos seus processos educativos, o que nem sempre foi fácil, quer por culpa deles, quer, sobretudo pela minha, já que o mais experiente dentro da sala de aula era eu…
Esta perceção foi-se consolidando ao longo da minha atividade profissional, enquanto diretor de turma (DT), coordenador de departamento e, sobretudo, diretor, reforçando a ideia de que nem sempre o mais responsável pela autonomia do aluno é o que por ela mais faz.
Dado que desenvolvo neste momento da minha atividade profissional um contacto privilegiado com diretores de escolas, resolvi fazer esta investigação, escolhendo-os como público-alvo, no sentido de aferir do seu interesse pelas práticas de autoconhecimento e de autoaprendizagem, em ambiente escolar, já que as considero relevantes no pressuposto referido acerca de qual o lugar que o aluno deve e está, efetivamente, a ocupar na sala de aula.
Optei por esse foco porque acredito, verdadeiramente, que pelo autoconhecimento se potencia a autoaprendizagem e, através de ambas estas práticas, em contexto de aula, o aluno desenvolve a sua identidade e autenticidade, tão necessária nesta sociedade global, de modo a tornar-se uma personalidade única e completa. Este auto trabalho permitirá expandir, a partir do interior de cada um, a consciência que todos são diferentes e devem permanecê-lo, bem como formar personalidades autênticas, decididas e livres, que valorizam mais as atitudes do que atos, os ideais além das ideias e com opinião própria em vez da opinião pública.
Given the nature of my academic background (Physics and Chemistry teacher), I have always encouraged the curiosity and critical thinking of my students, striving to make them the main characters in their educational paths. This was not always easy, partly because of them, but mainly because of me, as I was the most experienced person in the classroom. This perception solidified over the course of my professional activity as a class director, department coordinator, and, above all, school headmaster, reinforcing the idea that the person most responsible for a student’s autonomy is not always the one who contributes the most to it. In my professional role I currently have privileged contact with school headmasters, which inspired me to carry out this research, targeting them as the focus group - the aim is to assess their interest in practices of self-knowledge and self-directed learning in a school environment, as I believe these to be significant in light of the said premise about the role students should — and do effectively —occupy in the classroom. I chose this central point because I genuinely believe that self-knowledge enhances the ability to self-learn and through both practices, in the classroom, students can develop their identity and authenticity - which are crucial in this global society - enabling them to become unique and complete individuals. This inner work will allow to expand, starting from within each one, the awareness that everyone is different and should remain so; as well as to raise authentic, decisive, and free personalities that value attitudes more than actions, ideals beyond ideas, and hold personal opinions instead of merely following public opinion.
Given the nature of my academic background (Physics and Chemistry teacher), I have always encouraged the curiosity and critical thinking of my students, striving to make them the main characters in their educational paths. This was not always easy, partly because of them, but mainly because of me, as I was the most experienced person in the classroom. This perception solidified over the course of my professional activity as a class director, department coordinator, and, above all, school headmaster, reinforcing the idea that the person most responsible for a student’s autonomy is not always the one who contributes the most to it. In my professional role I currently have privileged contact with school headmasters, which inspired me to carry out this research, targeting them as the focus group - the aim is to assess their interest in practices of self-knowledge and self-directed learning in a school environment, as I believe these to be significant in light of the said premise about the role students should — and do effectively —occupy in the classroom. I chose this central point because I genuinely believe that self-knowledge enhances the ability to self-learn and through both practices, in the classroom, students can develop their identity and authenticity - which are crucial in this global society - enabling them to become unique and complete individuals. This inner work will allow to expand, starting from within each one, the awareness that everyone is different and should remain so; as well as to raise authentic, decisive, and free personalities that value attitudes more than actions, ideals beyond ideas, and hold personal opinions instead of merely following public opinion.
Description
Keywords
Autoaprendizagem Autoconhecimento Diretores Gestão educativa Ação Self-directed learning Self–knowledge School headmasters Educational management Action
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação