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Abstract(s)
Olhando para os episódios da minha história profissional referidos neste relatório reflexivo teoricamente fundamentado, sinto-os como oportunidades de descoberta e aprendizagem no meu percurso profissional. Porque o tempo me proporcionou esta aprendizagem, hoje considero que a minha vida foi grandemente enriquecida e a minha experiência é bastante mais “sábia”.
Recordo os meus primeiros anos de experiência profissional e quanto de insegurança eles carregavam. Mas, ao mesmo tempo, recordo a motivação e expectativa num futuro sempre novo.
Este relatório reflexivo fala de um período de tempo da minha vida profissional que, ao ser analisado por mim, contém a minha emoção e sentimento. Confino este tempo a dois momentos muito específicos de ação pedagógica, que marcam vivências distintas, designadamente como professora e como professora e diretora. Um pouco como alguém que se situa ora do lado da plateia, ora do lado do palco e, em alguns momentos, nas duas perspetivas.
De facto, neste trabalho persiste a minha vontade de compreender como se desenvolveu um processo de melhoria numa escola concreta, durante o qual se viveram momentos mais áridos e inóspitos, para depois alcançar um nível de assertividade conjunta e um nível de confiança interpessoal muito favoráveis ao clima escolar que se foi criando.
Com a reflexão que faço, a partir dos factos e vivências relatadas, sou convicta em afirmar que é possível construir uma escola com sucesso, sendo importante, para isso, que as lideranças incentivem a confiança, a colaboração entre docentes e que façam da escola um lugar aprazível, de boas relações de trabalho e de muito bom desempenho pedagógico, realizado juntos dos alunos. Sou ainda persistente em acreditar que as lideranças de topo, numa escola, marcam a trajetória em vista à meta final, e que o testemunho pessoal do líder arrasta montanhas, sendo por isso importante que seja uma pessoa muito consciente das funções que desempenha na sua escola, como líder. E não deixo dúvidas sobre a certeza que tenho de que a liderança é uma porta para a mudança, para a mudança que muitos de nós professores ansiamos e desejamos empreender, aquela mudança que nos conduz a uma cultura colaborativa, reflexiva, em equipa, em interação permanente, numa atitude de diálogo bilateral e sem interferências negativas ou pessimistas.
Looking at the moments in my professional history present in this reflective and theoretically substantiated report, I feel them as opportunities of discovery and learning in my professional career. Because time has granted me this learning, today I consider that my life has been greatly enriched and my experience is quite “wiser”. I recall my first years of professional experience and how much insecurity they carried. However, at the same time, I remember the motivation and expectation for a new future. This reflective report is about a period of my professional life that, when analyzed by myself, contains my emotions and feelings. This period comprises two very specific moments of pedagogical action, marking distinct experiences, both as a teacher and as a teacher and director. A bit like someone who’s sometimes among the audience, sometimes on stage and, sometimes, has access to both perspectives. In fact, my desire to understand how the process of improvement of a concrete school developed persists in this essay; a process during which arid and inhospitable moments were experienced, in order to reach a level of joint assertiveness and interpersonal trust favorable for the school environment. With my reflection, from the narrated facts and experiences, I am convinced that it is possible to build a successful school and, in order for that to happen, it is important that leaders encourage trust, collaboration between teachers and that they make schools a pleasant place, where one can find good work relations and great pedagogical performance developed in close contact with the students. I am also persistent in believing that the trajectories of top leaderships, in schools, aim for the ultimate goal, and that the personal testimony of the leader drags mountains, and so it is important that this person is very aware of the duties he/she must comply with in their school, as a leader. And I have no doubt that leadership is the path for change, for the change that many of us, teachers, look forward to and wish to undertake, that change that brings us to a collaborative and reflective culture, in teams, in permanent interaction, with an attitude of bilateral dialogue without negative or pessimistic interferences.
Looking at the moments in my professional history present in this reflective and theoretically substantiated report, I feel them as opportunities of discovery and learning in my professional career. Because time has granted me this learning, today I consider that my life has been greatly enriched and my experience is quite “wiser”. I recall my first years of professional experience and how much insecurity they carried. However, at the same time, I remember the motivation and expectation for a new future. This reflective report is about a period of my professional life that, when analyzed by myself, contains my emotions and feelings. This period comprises two very specific moments of pedagogical action, marking distinct experiences, both as a teacher and as a teacher and director. A bit like someone who’s sometimes among the audience, sometimes on stage and, sometimes, has access to both perspectives. In fact, my desire to understand how the process of improvement of a concrete school developed persists in this essay; a process during which arid and inhospitable moments were experienced, in order to reach a level of joint assertiveness and interpersonal trust favorable for the school environment. With my reflection, from the narrated facts and experiences, I am convinced that it is possible to build a successful school and, in order for that to happen, it is important that leaders encourage trust, collaboration between teachers and that they make schools a pleasant place, where one can find good work relations and great pedagogical performance developed in close contact with the students. I am also persistent in believing that the trajectories of top leaderships, in schools, aim for the ultimate goal, and that the personal testimony of the leader drags mountains, and so it is important that this person is very aware of the duties he/she must comply with in their school, as a leader. And I have no doubt that leadership is the path for change, for the change that many of us, teachers, look forward to and wish to undertake, that change that brings us to a collaborative and reflective culture, in teams, in permanent interaction, with an attitude of bilateral dialogue without negative or pessimistic interferences.
Description
Keywords
Liderança Relações interpessoais Trabalho colaborativo Relação pedagógica Hospitalidade Leadership Interpersonal relations Collaborative work Pedagogical relationship Hospitality