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Abstract(s)
Este relatório consiste numa análise reflexiva do meu percurso profissional como docente do ensino básico e secundário. A minha reflexão é sustentada por referenciais teóricos que me permitiram enquadrar os diferentes níveis e contextos de atuação em que me envolvi no âmbito das várias funções que tenho vindo a desempenhar na escola Didáxis – Cooperativa de Ensino.
Ser professora de Português e de Francês tem sido a minha principal função, mas não a posso descontextualizar de todas as outras que tenho exercido e que, pelas dinâmicas que lhes estão inerentes, muito contribuíram para a formação da minha identidade profissional: diretora de turma, coordenadora de departamento curricular e coordenadora de orientação educativa.
Na minha atuação enquanto diretora de turma destaco a posição privilegiada que ocupo no estabelecimento de pontes nevrálgicas entre a escola e a família e entre o Conselho de Turma e a Direção Pedagógica.
As funções que tenho desempenhado ao nível dos órgãos de gestão intermédia têm-me permitido trabalhar com o objetivo de promover um ensino cuja organização curricular atenda às múltiplas realidades e motivações dos alunos.
A reflexão sistemática sobre as práticas pedagógicas, alicerçada em ações cíclicas de formação contínua, deve desencadear posturas explícitas da responsabilidade de se ser docente como forma de percecionar e gerir as permanentes oportunidades de aperfeiçoamento de todo o processo de ensino e aprendizagem.
This report presents a reflective analysis of my career as a teacher in the middle and secondary schools. My reflection is supported by several theoretical frameworks that allowed me to fit the different levels and contexts of action I got involved in the various functions that I have been performed in my current school: Didáxis – Cooperativa de Ensino. Being a Portuguese and French languages teacher has been my main function. The dynamics inherent to the other functions that I have been performing have greatly contributed to the formation of my professional identity: head of the class, department curriculum coordinator and coordinator of educational orientation. The role of head of the class has given me the privilege to build bridges both between the school and the students’ homes and between the school educational board and the classroom teachers. The roles that I have been playing at the middle-level management have allowed me to work towards the promotion of the school educational project to meet the multiple realities and motivations of the students. The systematic reflection on teaching practices, supported by the frequent enrolment in continuing education classes, should drive teachers to explicitly assume the responsibility to catch the permanent existing opportunities to improve the teaching-learning process.
This report presents a reflective analysis of my career as a teacher in the middle and secondary schools. My reflection is supported by several theoretical frameworks that allowed me to fit the different levels and contexts of action I got involved in the various functions that I have been performed in my current school: Didáxis – Cooperativa de Ensino. Being a Portuguese and French languages teacher has been my main function. The dynamics inherent to the other functions that I have been performing have greatly contributed to the formation of my professional identity: head of the class, department curriculum coordinator and coordinator of educational orientation. The role of head of the class has given me the privilege to build bridges both between the school and the students’ homes and between the school educational board and the classroom teachers. The roles that I have been playing at the middle-level management have allowed me to work towards the promotion of the school educational project to meet the multiple realities and motivations of the students. The systematic reflection on teaching practices, supported by the frequent enrolment in continuing education classes, should drive teachers to explicitly assume the responsibility to catch the permanent existing opportunities to improve the teaching-learning process.
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Keywords
Educação Reflexão Funções Gestão Currículo Diversidade Igualdade Formação Education Reflection Functions Management Curriculum Diversity Equality Training