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Abstract(s)
Partindo de uma narrativa reflexiva sobre um percurso profissional como docente no
ensino público, este relatório debruça-se sobre dois domínios da organização escolar: os
aspetos tangíveis da cultura sob o ponto de vista da organização e a perceção dos alunos
sobre o clima da sala de aula, no âmbito da relação pedagógica. Este trabalho realça a
cultura e o clima como duas dimensões da escola, importantes na criação de contextos
(des)favoráveis ao desenvolvimento profissional, e principalmente a aprendizagens
efetivas e significantes dos alunos.
Partindo do pressuposto que a cultura da escola constitui uma estrutura de referência
comum, uma vez que fornece regras e normas orientadoras para se perceber, pensar e
sentir o funcionamento da escola, analisa-se como determinadas práticas organizativas
podem originar diferentes dimensões à cultura escolar e, apoiando-se num estudo de
caso, analisa-se também o impacto da cultura escolar no seu quotidiano, incluindo a sala
de aula e a relação pedagógica.
Neste domínio, apoiando-nos no conceito construtivista de cultura, em que o clima é
considerado um dos elementos desta, e tendo em vista que qualquer ação educativa tem
como finalidade o sucesso dos alunos, analisa-se como o clima de sala de aula,
decorrente das perceções dos alunos sobre a relação pedagógica e a motivação,
influencia as suas aprendizagens.
Starting from a reflexive narrative about a professional career as a public school teacher, this report discusses on two domains of the school organization: the tangible aspects of culture under the point of view of the organization, and students’ perception of the climate on the classroom, underlying the pedagogical relationship. Culture and climate are the two school dimensions that are discussed in this work, given they are important in the formation of (un)favourable contexts for professional development, and especially in the creation of effective and significant apprenticeship. Assuming the premise that school culture is a common referential structure, because it creates rules and guiding norms to understand, think and feel the school function, we analyze how certain organizational practices can give a different dimension to the school culture and, based on a case study, we also analyze the school culture impact on the daily routine, including the classroom and the pedagogical relationship. In this domain, we adopt the constructivist cultural concept, in which the climate is considered one of its elements. Taking into account that the aim of any educational action is students’ success, we analyze how the classroom climate, measured as their perceptions about the pedagogical relationship and motivation, influences their ability to learn.
Starting from a reflexive narrative about a professional career as a public school teacher, this report discusses on two domains of the school organization: the tangible aspects of culture under the point of view of the organization, and students’ perception of the climate on the classroom, underlying the pedagogical relationship. Culture and climate are the two school dimensions that are discussed in this work, given they are important in the formation of (un)favourable contexts for professional development, and especially in the creation of effective and significant apprenticeship. Assuming the premise that school culture is a common referential structure, because it creates rules and guiding norms to understand, think and feel the school function, we analyze how certain organizational practices can give a different dimension to the school culture and, based on a case study, we also analyze the school culture impact on the daily routine, including the classroom and the pedagogical relationship. In this domain, we adopt the constructivist cultural concept, in which the climate is considered one of its elements. Taking into account that the aim of any educational action is students’ success, we analyze how the classroom climate, measured as their perceptions about the pedagogical relationship and motivation, influences their ability to learn.
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Keywords
Cultura organizacional Cultura de escola Relação pedagógica Clima de sala de aula Organizational culture School culture Pedagogical relationship Classroom climate