Orientador(es)
Resumo(s)
Assumindo como necessário o saber integrador e mobilizador que nos permite ajustar a cada situação, relato neste trabalho a minha contribuição para uma escola viva, capaz de escolher a sua forma de trabalhar, tendo em conta o seu projeto educativo/curricular, a sua gestão, a sua capacidade e poder de avaliar e ainda o papel crucial dos órgãos de gestão intermédia.
Defendo a avaliação como processo de transformação e de emancipação, capaz de reforçar o profissionalismo docente ao mesmo tempo que aperfeiçoa as práticas pedagógicas, desenvolvendo uma ética profissional marcada pela responsabilidade e pelo cuidado.
Consciente desta realidade, comecei por perspetivar modelos de ética, que me permitiram uma reflexividade intrínseca ao desempenho docente. Com Aristóteles, compreendemos a importância da fronesis (do grego phronesis – sensatez; do latim, prudência), que realça as virtudes de uma boa deliberação. Em Kant, o filósofo da moralidade, com a formulação do imperativo categórico dá-nos os princípios fundamentais de toda a legislação moral: racionalidade, universalidade e constrangimento, e com Ricoeur, a sua visée ética, o qual convoca o indivíduo para a esfera da responsabilidade social, implicando formas de relação medidas pelas instituições e sujeitas ao constrangimento moral.
Apresento de seguida uma reflexão sobre a educação e performance valorizando a busca de otimização entre os profissionais do ensino, a educação/cultura, como sendo a estética da inteligência, e a educação/escola, que deve ser veiculada aos jovens no século XXI.
Por último, o meu projeto, a minha construção, que se traduziu na implementação de uma avaliação/relação pedagógica na minha escola, entendida como elemento aglutinador que permitiu reforçar e estimular a coesão pedagógica e potenciar assim o seu sucesso.
Assuming as necessary the integrative and mobilizing knowledge that allows us to adjust to each situation, I describe in this work my contribution for an alive school , capable of choosing its form to work, taking into account its curricular/ educative project, its management, its capacity and power to evaluate and the crucial role of intermediate management organs. I defend evaluation as a transformation and emancipation process, capable to strengthen the teaching professionalism as it perfects pedagogical practices, developing a professional ethics marked with responsibility and care. Conscious of this reality, I started by viewing models of ethics that allowed me an intrinsic reflectivity to the teaching performance. With Aristotle, we understand the importance of the fronesis (from the Greek phronesis - good sense; from the Latin, prudence), that enhances the virtues of a good deliberation. Kant, the philosopher of morality, with the formularization of the categorical imperative, provides us with the basic principles of all moral legislation: rationality, universality and constraint, and Ricoeur, with its ethical visée, convokes the individual to the sphere of social responsibility, implying forms of relation measured by the institutions and subdued to moral constraint. Next I present a reflection on education and performance valuing the search for optimization among professionals of education, education/culture as the aesthetic of intelligence, and education/school that should be propagated to youths on the XXI st century. Finally, my project, my construction, that has been expressed in the implementation of a pedagogical evaluation/ relation in my school, understood as an agglutinant element that allowed to strengthen and to stimulate the pedagogical cohesion and thus to harness its success.
Assuming as necessary the integrative and mobilizing knowledge that allows us to adjust to each situation, I describe in this work my contribution for an alive school , capable of choosing its form to work, taking into account its curricular/ educative project, its management, its capacity and power to evaluate and the crucial role of intermediate management organs. I defend evaluation as a transformation and emancipation process, capable to strengthen the teaching professionalism as it perfects pedagogical practices, developing a professional ethics marked with responsibility and care. Conscious of this reality, I started by viewing models of ethics that allowed me an intrinsic reflectivity to the teaching performance. With Aristotle, we understand the importance of the fronesis (from the Greek phronesis - good sense; from the Latin, prudence), that enhances the virtues of a good deliberation. Kant, the philosopher of morality, with the formularization of the categorical imperative, provides us with the basic principles of all moral legislation: rationality, universality and constraint, and Ricoeur, with its ethical visée, convokes the individual to the sphere of social responsibility, implying forms of relation measured by the institutions and subdued to moral constraint. Next I present a reflection on education and performance valuing the search for optimization among professionals of education, education/culture as the aesthetic of intelligence, and education/school that should be propagated to youths on the XXI st century. Finally, my project, my construction, that has been expressed in the implementation of a pedagogical evaluation/ relation in my school, understood as an agglutinant element that allowed to strengthen and to stimulate the pedagogical cohesion and thus to harness its success.
Descrição
Palavras-chave
Avaliação/relação pedagógica Ética Desenvolvimento profissional Pedagogical evaluation/relation Ethics Professional development