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O relato apresentado tem como objetivo uma reflexão sobre os três momentos marcantes no meu desenvolvimento profissional. Entrada na Profissão com início no ano de 1981. Inserção no grupo nas várias escolas onde lecionei (uma por ano letivo), ausência de trabalho colaborativo e de orientação da prática profissional, marca o primeiro momento.
Num segundo momento o relato incide sobre a Profissionalização em Serviço, oito anos após a entrada na profissão, através da Universidade Aberta, vocacionada para exercer o ensino a distância, dirigido a populações adultas em regime de autoaprendizagem, sem aulas presenciais e utilizando meios didáticos escritos e mediatizados.
Como professora do quadro com nomeação provisória, estive dispensada da realização da componente projeto de formação e ação pedagógica /componente de prática pedagógica supervisionada, uma vez que, possuía seis anos de bom e efetivo serviço docente, prestado como portadora de habilitação própria, para a situação de docência em que me encontrava.
A Integração na Carreira/data de obtenção de qualificação profissional – agosto/1990 corresponde ao terceiro momento. Tempo de serviço na data da integração: oito anos e dez meses.
Todo o percurso profissional esteve marcado pela ausência da supervisão formal e sistemática ao serviço do desenvolvimento e de ensino /aprendizagem.
The report presented here aims to provide a reflection on the three most significant moments in my professional development. I started working as a teacher in 1981. Group integration in the different schools where I worked (a different one each school year), lack of collaborative working or professional practical guidance are the issues which characterize the first moment. In the second moment, the report focuses on “Profissionalização em serviço” (in-service training) in “Universidade Aberta” (Open University), eight years after having started the job. This institution is dedicated to distance learning for adults in self-directed learning processes, without attendance sessions and using written didactic materials and technology-mediated educational practices. As a teacher belonging to the “quadro com nomeação provisória”, (provisional registration) I was excused from presenting the project on pedagogical approaches and teaching practices - a component part of supervised pedagogical practice - since I had presented six years of good and effective teaching as a qualified teacher. Getting into the teaching career (date of professional qualification - August 1990) corresponds to the third moment. I had a total of eight years and ten months of service at the time. The whole course of action was defined by the absence of formal or permanent supervision as teaching and learning development.
The report presented here aims to provide a reflection on the three most significant moments in my professional development. I started working as a teacher in 1981. Group integration in the different schools where I worked (a different one each school year), lack of collaborative working or professional practical guidance are the issues which characterize the first moment. In the second moment, the report focuses on “Profissionalização em serviço” (in-service training) in “Universidade Aberta” (Open University), eight years after having started the job. This institution is dedicated to distance learning for adults in self-directed learning processes, without attendance sessions and using written didactic materials and technology-mediated educational practices. As a teacher belonging to the “quadro com nomeação provisória”, (provisional registration) I was excused from presenting the project on pedagogical approaches and teaching practices - a component part of supervised pedagogical practice - since I had presented six years of good and effective teaching as a qualified teacher. Getting into the teaching career (date of professional qualification - August 1990) corresponds to the third moment. I had a total of eight years and ten months of service at the time. The whole course of action was defined by the absence of formal or permanent supervision as teaching and learning development.