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Abstract(s)
O presente trabalho, num primeiro momento, reporta todo um percurso civilizacional
ancorado no desenvolvimento do professor. Na sequência deste estudo, foram retratados,
numa perspetiva diacrónica, os vários contextos e as correntes educacionais que, em parte,
assumem perenidade no pensamento e no agir atual. No entanto, a busca incessante do
desenvolvimento da vida social destacou a figura do professor como o principal agente a
quem são atribuídos inúmeros e diferentes papéis, progressivamente mais exigentes e
complexos, em resultado da evolução da sociedade.
Do reverenciado estatuto de transmissor dos saberes, ele ocupa, na atualidade, uma
função multifacetada, que lhe exige uma postura de contínuo questionamento e autorreflexão
da sua praxis, no sentido de responder da forma mais eficaz ao aspeto basilar que é o sucesso
das aprendizagens dos alunos. Neste seguimento, procura-se dar uma visão do que foi a
pedagogia ao longo dos tempos, nomeadamente, na antiguidade oriental, clássica e cristã;
passando pela idade média, moderna e Iluminismo e, por fim, na idade contemporânea.
Posteriormente, dado o enfoque deste trabalho estar na figura do professor, reflete-se,
necessariamente, na sua ação em contexto: a sua prática individual e a forma como se
autoanalisa, bem como os processos de supervisão e da avaliação do desempenho com vista
ao seu desenvolvimento profissional.
This paper reports to, in first place, a whole civilizational journey anchored in the teacher’s development. Following this study, the various contexts and educational currents that partly assume continuity in thought and action today were portrayed in a diachronic perspective. However, the relentless pursuit of the development of social life highlighted the figure of the teacher as the main agent to whom different and numerous roles are assigned, progressively more demanding and complex, due to the evolution of society. From the revered status of the transmitter of knowledge, he occupies nowadays a multi-faceted position that requires him an attitude of continual questioning and selfreflection of his praxis, in order to respond most effectively to the fundamental aspect, which is the success of students’ learning. In this context, the objective is to give an overview of what pedagogy has been throughout history, particularly in the eastern, classical and Christian antiquity; during the middle, modern and Enlightenment ages and, finally, the contemporary age. Subsequently, once the focus of this work relies on the teacher’s status, it reflects necessarily in his action in context: his individual practice and how he analyses himself as well as the processes of supervision and evaluation of his performance, aiming at his professional development.
This paper reports to, in first place, a whole civilizational journey anchored in the teacher’s development. Following this study, the various contexts and educational currents that partly assume continuity in thought and action today were portrayed in a diachronic perspective. However, the relentless pursuit of the development of social life highlighted the figure of the teacher as the main agent to whom different and numerous roles are assigned, progressively more demanding and complex, due to the evolution of society. From the revered status of the transmitter of knowledge, he occupies nowadays a multi-faceted position that requires him an attitude of continual questioning and selfreflection of his praxis, in order to respond most effectively to the fundamental aspect, which is the success of students’ learning. In this context, the objective is to give an overview of what pedagogy has been throughout history, particularly in the eastern, classical and Christian antiquity; during the middle, modern and Enlightenment ages and, finally, the contemporary age. Subsequently, once the focus of this work relies on the teacher’s status, it reflects necessarily in his action in context: his individual practice and how he analyses himself as well as the processes of supervision and evaluation of his performance, aiming at his professional development.
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Keywords
Pedagogia, numa perspetiva histórica Ser professor na atualidade Supervisão na formação reflexiva Avaliação do desempenho Pedagogy from a historical perspective Being a teacher today Supervision in reflective training Performance evaluation