| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.03 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este estudo visa analisar o quanto o assunto participação e colaboração
está presente na vida dos professores de um curso Técnico Integrado em
Administração e de que forma eles a interpretam. Enxergamos que o ambiente
escolar requer transformações nas formas de ensinar e aprender e que o
modelo do ensino de gaveta e a prática do individualismo devam dar lugar às
práticas colaborativas, transformando a concepção da escola numa visão
participativa, motivadora, reflexiva e menos burocrática.
Temos de assumir o quão fundamental é o papel do educador na
implementação dessas mudanças. Assim, optamos por uma pesquisa
qualitativa iniciada com um profundo levantamento teórico. Através dos
resultados encontrados foi possível concluir que a cultura do individualismo,
apesar de ainda estar presente na vida dos docentes, não está totalmente
enraizada.
Para fortalecer essa mudança é necessário o apoio da gestão escolar na
busca de uma melhor gerência de alguns fatores internos que, na opinião dos
entrevistados, atrapalham ou dificultam a implementação de práticas
participativas e colaborativas. Além disso, a melhora no relacionamento
profissional entre os dois núcleos que compõem o curso Integrado é
fundamental para estreitar os laços de cooperação entre os docentes.
Finalmente, o estudo revelou que são boas as percepções dos entrevistados
quanto a temática em estudo mas elas que precisam ser melhor incentivas e
gerenciadas, seja pela ação da gestão, seja pela própria vontade de mudança
dos docentes.
This study aims to analyze how much the subject participation and collaboration is present in the life of the teachers of an Integrated Technical Course in Administration and how they interpret it. We see that school requires transformations in the ways of teaching and learning so that the model of “drawer teaching” and the practice of individualism must be changed by collaborative practices, transforming the conception of the school into a participatory, motivating, reflective and less bureaucratic model. We must assume how fundamental is the role of the educator in the implementation of these changes. So, we adopted a qualitative research started with a deep theoretical survey. According to the results found, it was possible to conclude that the culture of individualism, although still present in the life of the teachers, is not totally rooted. In order to strengthen this changes, it is necessary the support of school management in the search for a better dealing of some internal factors that, in the opinion of the interviewers, disturb or hinder the implementation of participatory and collaborative practices. Besides that, the improvement in the professional relationship between the two nuclei that compose the Integrated course is fundamental to strengthen the bonds of cooperation between the teachers. Finally, the study revealed that the respondents 'perceptions about the subject matter are good, but they need to be better encouraged and managed, either by the management action or by the teachers' own will to change.
This study aims to analyze how much the subject participation and collaboration is present in the life of the teachers of an Integrated Technical Course in Administration and how they interpret it. We see that school requires transformations in the ways of teaching and learning so that the model of “drawer teaching” and the practice of individualism must be changed by collaborative practices, transforming the conception of the school into a participatory, motivating, reflective and less bureaucratic model. We must assume how fundamental is the role of the educator in the implementation of these changes. So, we adopted a qualitative research started with a deep theoretical survey. According to the results found, it was possible to conclude that the culture of individualism, although still present in the life of the teachers, is not totally rooted. In order to strengthen this changes, it is necessary the support of school management in the search for a better dealing of some internal factors that, in the opinion of the interviewers, disturb or hinder the implementation of participatory and collaborative practices. Besides that, the improvement in the professional relationship between the two nuclei that compose the Integrated course is fundamental to strengthen the bonds of cooperation between the teachers. Finally, the study revealed that the respondents 'perceptions about the subject matter are good, but they need to be better encouraged and managed, either by the management action or by the teachers' own will to change.
Description
Keywords
Participação Colaboração Percepções Reflexão Mudança
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação