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Advisor(s)
Abstract(s)
Ao longo dos meus quinze anos de ensino, avolumou-se a minha experiência à custa dos desafios propostos, em que fui solicitado desempenhar como professor, diretor de turma ou coordenador de departamento: ensino noturno, alunos com necessidades educativas especiais, ensino a várias faixas etárias e níveis (desde o 5º ao 12º ano), do ensino profissional, direção de várias turmas e respetivos contactos com encarregados de educação, coordenação do departamento de Matemática, frequência em seminários e ações de formação nas áreas de educação, Tecnologias de Informação e na minha área específica, a Matemática.
Com a evolução adquirida, propus-me a um trabalho de reflexão, cujo tema é “A promoção da numeracia numa escola de massas”. Numeracia é uma competência interdisciplinar, que não sendo exclusiva da disciplina de Matemática, é trabalhada por todas as disciplinas com conceitos de natureza matemática.
A escola é hoje de massas, fruto da escolaridade obrigatória até ao 12º ano. A heterogeneidade existente (discente e docente), inserida em diferentes contextos geográficos e sociais, torna-se bastante complexa. Observando os alunos, apercebemo-nos da necessidade de construir modelos de ensino, capazes de proporcionar o ambicionado sucesso. Constatam-se interesses diferentes, com ritmos de aprendizagens distintos.
Para responder às caraterísticas da escola atual, exigem-se atribuições ao professor para além da sala de aula: direção de turma, coordenação de disciplina ou departamento, formador, orientação pedagógica, etc. O professor tem ainda de manter a disciplina na aula, estimular os alunos, respeitar os diferentes ritmos e cuidar das dificuldades.
Na igualdade de oportunidades, compete à escola corrigir as dificuldades no percurso dos alunos, visando a integração noutros níveis de ensino e no mercado de trabalho. Refiro-me ao envolvimento com a família e outros agentes, que podem velar pela sua saúde física e mental, sendo imprescindível a colaboração do professor. Quanto mais frágil é o tecido social, maior a exigência.
O processo educativo passa pela fuga à “lógica do decreto”, substituída pelo “profissionalismo interativo”, onde a experiência de professores em equipa garante um nível educacional, partilhável por outras escolas. Forma-se a necessária rede escolar, melhorando a capacidade de cada aluno e garantindo o desenvolvimento do seu potencial. Criam pontos de contacto entre si, possibilitam o encontro de professores em partilha de experiências usadas, criam a aproximação das escolas, dando lugar a sinergias de objetivos, conseguindo dinâmicas jamais possíveis na escola tradicional. Dinamizar o processo de aprendizagem, implica renovar estruturas e condições dadas ao ensino, como embrião da educação do futuro.
É neste âmbito que reflito especialmente sobre o Projeto Fénix, que visa a promoção do desenvolvimento da numeracia e literacia, na população escolar onde dou aulas. Centrando-se nas disciplinas base, Matemática e Português, criam-se subturmas, denominadas ninhos, formadas por 10/12 alunos, trabalhadas de forma individualizada. Aí se tem procurado melhorar os níveis de aprendizagem, auto- estima e motivação. Atingidos estes níveis, os alunos regressam às “turmas mãe”. A riqueza da minha experiência, aliada aos resultados obtidos dos alunos, fizeram-me crer da grande importância e responsabilidade destas disciplinas para o desenvolvimento da literacia, em prole do sucesso escolar pretendido.
Throughout my fifteen years of teaching, my experience grew thanks to the challenges in which I have been proposed to perform as a teacher, head teacher or head of department: Adult education classes, students with special needs, education at various ages and levels (from the 5th to the 12th grade), vocational education, head teacher of various classes and contact with their guardians, head of mathematics department, attendance of seminars and training in the fields of education, information technology and in my particular area, the Mathematics. With the gained evolution, I set myself to a reflection work, whose theme is “The promotion of numeracy in a school of masses”. Numeracy is an interdisciplinary competence which is not exclusive to the subject of mathematics, and is worked with concepts of mathematical nature by all subjects. The school is now of “masses”, a result of mandatory school, currently until the 12th grade. The existing heterogeneity (students and teachers) is rather complex, depending on the different geographical and social contexts. Through the students’ observation, we get aware of the needs of building educational models, which are capable of providing the ambitioned success. Diverse interests, with different learning rhythms have been observed. In order to meet the characteristics of the current school, teachers have been required assignments beyond the classroom: head teacher; head of department or subject; trainer, pedagogical orientation, etc. Based on the principle of equal opportunities, it is to the school to correct the disorders, aiming their future integration in the labor market. I am referring to family involvement and other agents, which can ensure the physical and mental health. The more fragile the social web is, the greater the task will be. The educational process passes by the escape of the "logic of Decree”. It is replaced by "interactive professionalism", where the experience of teachers in teams, ensure an educational level that can be shared with other schools. The necessary school network is molded and built, improving the capacity of each student and ensuring the development of their potential. They create points of contact among themselves; enable gatherings where teachers’ applied experiences are shared; enable the approach of schools, giving place to synergies of purposes, achieving dynamics that were ever possible in traditional school. Promoting the learning process implies renovating structures and conditions given to education, as the embryo for the education of the future. It is in this context that I reflect in particular on the Phoenix Project, which aim is promoting the development of numeracy and literacy in the school population where I teach. Focusing on the core subjects, Mathematics and Portuguese, subclasses are created, known as “nests”, formed by 10/12 students and which are worked individually. There will be attempts to improve the learning levels, by boosting their self-esteem and motivation. Once the desired results are achieved, students will return to their “mother-classes", from where they were "displaced". The richness of my experience and the results obtained by the students made me believe the importance of the responsibility of the core subjects for the development of literacy, on behalf of the desired school success.
Throughout my fifteen years of teaching, my experience grew thanks to the challenges in which I have been proposed to perform as a teacher, head teacher or head of department: Adult education classes, students with special needs, education at various ages and levels (from the 5th to the 12th grade), vocational education, head teacher of various classes and contact with their guardians, head of mathematics department, attendance of seminars and training in the fields of education, information technology and in my particular area, the Mathematics. With the gained evolution, I set myself to a reflection work, whose theme is “The promotion of numeracy in a school of masses”. Numeracy is an interdisciplinary competence which is not exclusive to the subject of mathematics, and is worked with concepts of mathematical nature by all subjects. The school is now of “masses”, a result of mandatory school, currently until the 12th grade. The existing heterogeneity (students and teachers) is rather complex, depending on the different geographical and social contexts. Through the students’ observation, we get aware of the needs of building educational models, which are capable of providing the ambitioned success. Diverse interests, with different learning rhythms have been observed. In order to meet the characteristics of the current school, teachers have been required assignments beyond the classroom: head teacher; head of department or subject; trainer, pedagogical orientation, etc. Based on the principle of equal opportunities, it is to the school to correct the disorders, aiming their future integration in the labor market. I am referring to family involvement and other agents, which can ensure the physical and mental health. The more fragile the social web is, the greater the task will be. The educational process passes by the escape of the "logic of Decree”. It is replaced by "interactive professionalism", where the experience of teachers in teams, ensure an educational level that can be shared with other schools. The necessary school network is molded and built, improving the capacity of each student and ensuring the development of their potential. They create points of contact among themselves; enable gatherings where teachers’ applied experiences are shared; enable the approach of schools, giving place to synergies of purposes, achieving dynamics that were ever possible in traditional school. Promoting the learning process implies renovating structures and conditions given to education, as the embryo for the education of the future. It is in this context that I reflect in particular on the Phoenix Project, which aim is promoting the development of numeracy and literacy in the school population where I teach. Focusing on the core subjects, Mathematics and Portuguese, subclasses are created, known as “nests”, formed by 10/12 students and which are worked individually. There will be attempts to improve the learning levels, by boosting their self-esteem and motivation. Once the desired results are achieved, students will return to their “mother-classes", from where they were "displaced". The richness of my experience and the results obtained by the students made me believe the importance of the responsibility of the core subjects for the development of literacy, on behalf of the desired school success.
Description
Keywords
Numeracia Literacia Projeto Fénix Turmas ninho Processo de aprendizagem Numeracy Literacy Fenix Project Nests-classes Learning process