Loading...
Publication
O desafio da liderança pedagógica na continuação e sustentação da formação em contexto para o desenvolvimento profissional : um estudo de caso praxiológico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O estudo que aqui se apresenta situa-se no âmbito das Pedagogias Participativas, especificamente na Pedagogia-em-Participação (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira Formosinho & Formosinho, 2011, 2013, 2016; Oliveira-Formosinho, 2016; Sousa, 2016). É um estudo centrado no desenvolvimento de processos de formação em contexto como uma pedagogia de formação de profissionais (cf. Oliveira-Formosinho, 2016; Pinazza, 2014: Formosinho, 2018; Pinazza & Fochi, 2018), orientado para descrever, interpretar e compreender o processo de continuação e sustentação do desenvolvimento profissional e organizacional de um centro educativo. Com este estudo, pretendo compreender de uma forma mais profunda o contributo da formação em contexto (cf Oliveira-Formosinho & Formosinho, 2012; Oliveira-Formosinho, 2016) para o desenvolvimento profissional, bem como compreender o papel da liderança pedagógica e de uma pedagogia explícita, a Pedagogia-em-Participação, como promotores de sustentabilidade deste processo. Do ponto de vista metodológico, o presente estudo situa-se no paradigma qualitativo e desenvolve-se através de um estudo de caso (cf. Stake, 2012) por processos de investigação praxiológica (cf. Formosinho & Oliveira-Formosinho, 2012; Oliveira-Formosinho, 2016; Formosinho, 2016; Pascal & Bertram, 2012). Este estudo evidencia a importância da Liderança Pedagógica para desencadear processos de desenvolvimento profissional, a partir da continuação e sustentação da formação em contexto, no âmbito de uma pedagogia específica, a Pedagogia-em-Participação.
The research hereby presented is inserted within Participative Pedagogy, specifically in Pedagogy-in-Participation (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira Formosinho & Formosinho, 2011, 2013, 2016; Oliveira-Formosinho, 2016; Sousa, 2016). It is a research centred in the development of learning processes in context as a professionals formation pedagogy (cf. Oliveira-Formosinho, 2016; Pinazza, 2014: Formosinho, 2018; Pinazza & Fochi, 2018), focused on describing, interpreting and understanding the process of continuity and sustenance of the professional and organizational development in an educational centre. With this research, I intend to understand in a deeper way the contribution of the contextual learning (cf Oliveira-Formosinho & Formosinho, 2012; Oliveira-Formosinho, 2016) for professional development, as well as comprehend the role of pedagogic leadership and explicit pedagogy, Pedagogy-in-Participation, as promoters of sustenance of this process. From the methodological point of view, this is a qualitative research and it develops through a case study (cf. Stake, 2012) by praxiological investigation processes (cf. Formosinho & Oliveira-Formosinho, 2012; Oliveira-Formosinho, 2016; Formosinho, 2016; Pascal & Bertram, 2012). This research points out the importance of Pedagogic Leadership to initiate processes of professional development, through continuity and sustenance of contextual learning, inserted in a specific pedagogy, Pedagogy-in-Participation.
The research hereby presented is inserted within Participative Pedagogy, specifically in Pedagogy-in-Participation (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira Formosinho & Formosinho, 2011, 2013, 2016; Oliveira-Formosinho, 2016; Sousa, 2016). It is a research centred in the development of learning processes in context as a professionals formation pedagogy (cf. Oliveira-Formosinho, 2016; Pinazza, 2014: Formosinho, 2018; Pinazza & Fochi, 2018), focused on describing, interpreting and understanding the process of continuity and sustenance of the professional and organizational development in an educational centre. With this research, I intend to understand in a deeper way the contribution of the contextual learning (cf Oliveira-Formosinho & Formosinho, 2012; Oliveira-Formosinho, 2016) for professional development, as well as comprehend the role of pedagogic leadership and explicit pedagogy, Pedagogy-in-Participation, as promoters of sustenance of this process. From the methodological point of view, this is a qualitative research and it develops through a case study (cf. Stake, 2012) by praxiological investigation processes (cf. Formosinho & Oliveira-Formosinho, 2012; Oliveira-Formosinho, 2016; Formosinho, 2016; Pascal & Bertram, 2012). This research points out the importance of Pedagogic Leadership to initiate processes of professional development, through continuity and sustenance of contextual learning, inserted in a specific pedagogy, Pedagogy-in-Participation.
Description
Keywords
Pedagogia-em-participação Formação em contexto Desenvolvimento profissional Investigação praxiológica Transformação praxiológica Liderança pedagógica Pedagogy-in-participation Contextual professional learning Professional development Praxiological research Praxis transformation Pedagogic leadership