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Resumo(s)
Tomando como referência quatro culturas profissionais, procurámos compreender como se tece a ação docente num departamento de línguas de uma escola pública. Optámos por uma metodologia centrada num estudo de caso, numa abordagem naturalista, essencialmente qualitativa. Procurámos, no espaço de reflexão conjunta de um grupo de focalização, investigar como trabalham os professores, o que pensam sobre a cultura de escola e o impacto que esta exerce nos seus contextos de trabalho. Para obtermos diferentes visões da realidade estudada, entrevistámos as lideranças intermédias e a equipa de gestão e procedemos à triangulação dos dados obtidos. Constatámos que as pressões da performatividade não estão a produzir melhorias visíveis na qualidade dos processos e resultados do ensino. O individualismo e a balcanização intensificam-se, enquanto a colaboração e a colegialidade decretada são (re)interpretadas pelos professores, num esforço de adequação aos novos cenários da escola. Concluímos que a mudança só será eficaz se implicar os atores em processos colaborativos espontâneos, capazes de reforçar a criatividade e a identidade profissional dos professores.
Taking as reference four professional cultures, we tried to understand how teachers work in a department of a public school. We adopted a research methodology centered in a case study, in a naturalistic approach of qualitative nature. Providing a common space for joint reflection in a focus group, we tried to find out what teachers think about their school’s culture and its impact on their work environment. In order to obtain a multi-focused view of the field studied, we interviewed the head of department, group leaders and the school’s direction board. Data triangulation allowed us to confirm information, detect inconsistencies and enhance confidence in the data collected. We realized that the pressure of performativity is not producing visible improvement in the quality of teaching processes and learning outcomes. As individualism and balkanization increase, collaboration and forced collegiality are (re)construed by teachers in schools, in an attempt to fit in the new educational backdrops. This puts forward the need for teachers to engage in spontaneous collaborative environments in order to boost teacher empowerment and reinforce their professional identity.
Taking as reference four professional cultures, we tried to understand how teachers work in a department of a public school. We adopted a research methodology centered in a case study, in a naturalistic approach of qualitative nature. Providing a common space for joint reflection in a focus group, we tried to find out what teachers think about their school’s culture and its impact on their work environment. In order to obtain a multi-focused view of the field studied, we interviewed the head of department, group leaders and the school’s direction board. Data triangulation allowed us to confirm information, detect inconsistencies and enhance confidence in the data collected. We realized that the pressure of performativity is not producing visible improvement in the quality of teaching processes and learning outcomes. As individualism and balkanization increase, collaboration and forced collegiality are (re)construed by teachers in schools, in an attempt to fit in the new educational backdrops. This puts forward the need for teachers to engage in spontaneous collaborative environments in order to boost teacher empowerment and reinforce their professional identity.
Descrição
Palavras-chave
Culturas profissionais Cultura de escola Performatividade Identidade Mal-estar docente Professional cultures School culture Performativity Professional identity Teacher burnout
Contexto Educativo
Citação
RAPOSO, Ana Maria; MATIAS ALVES, José - Professores e contextos de trabalho: traços da ação docente na transição para um novo modelo de gestão. Revista Portuguesa de Investigação Educacional. ISSN 1645-4006. Vol. 13 (2013), p. 27-47
Editora
Universidade Católica Portuguesa