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Advisor(s)
Abstract(s)
"Num mundo globalizado, marcado pela inovação tecnológica
permanente e rápida, não pode haver lugar para escolas ineficientes e
professores mal preparados ou desmotivados ".
(Marques, 2003, p.ll).
Inspirei-me neste assertivo ditame do professor Ramiro Marques porque o
considero cabalmente ajustado à minha mundividência.
Olhando para os episódios da minha história profissional referidos neste relatório
reflexivo, sinto-os, de per si, como oportunidades de descoberta e aprendizagem no meu
percurso profissional.
Na verdade, em toda a minha vida profissional vivenciei momentos de
insegurança e quiçá de hesitação. Porém, se houve qualidade que me assistiu foi a de
uma motivação omnipresente. Ela foi, inequivocamente, a alavanca real, para a
consumação do meu trabalho. E a reflexão que este Relatório me permitiu afina por esse
mesmo diapasão.
Com efeito, só será possível construir uma escola de sucesso, se as lideranças, às
quais eu permaneço ligada há uma vintena de anos, incutirem constantes hábitos de
confiança, aliados a uma valorização do trabalho colaborativo entre os diferentes
"atores" educativos, de molde a tornarem a escola um lugar aprazível, de cordiais
relações laborais e dum consistente desempenho pedagógico.
Afinal, falar e pensar Educação significa, entre outros, falar e pensar num
conjunto de atores que necessitam de interagir para atingirem o objetivo último que é o
de educar as crianças e os jovens de uma determinada sociedade.
Por certo que esta dimensão humanista de experienciar a escola tem sido a chave
do sucesso para a minha longevidade neste agrupamento de escolas. Com efeito o clima
de verdadeira família que diariamente perpassa constitui o verdadeiro leitmotiv para o
sucesso do caminho que trilhamos. Só assim nos podemos tornar, cada vez mais,
proficientes! Este relatório pretende, pois, dar testemunho da minha experiência, numa
dimensão ambivalente: aquela que abraçou a docência por dotes de vocação intrínseca,
mas a quem, quis o sortilégio das circunstâncias, que "vestisse" o fato de gestora.
Neste contexto estruturei este Relatório Reflexivo em duas partes distintas: na
primeira parte apresentarei um enquadramento conceptual e teórico sobre a organização
"Escola", colocando a ênfase nos modelos burocrático/racional e cultural, sem deixar de
teorizar um pouco, a área central do mesmo - o sucesso escolar e o reforço da
aprendizagem dos alunos; na segunda parte procurarei rever marcos importantes da
história da escola Pública em Portugal no âmbito do combate ao insucesso escolar
procurando, igualmente, dar testemunho da política educativa que o meu agrupamento
de escolas tem adotado, no pressuposto de se tornar uma escola de sucesso.
"In a globalized world, marked by the constant and fast technological innovation, there can be no place for inefficient schools or badly prepared and unmotivated teachers ". (Marques, 2003, p.U). I was inspired by this assertive motto by professor Ramiro Marques, because I consider it greatly adjusted to my vision of the world. Looking at the episodes of my professional story referred in this reflexive report, I feel them per si as discovery and learning opportunities in my professional journey. In fact, in all my professional life I have experienced moments of insecurity and even hesitation. However, I have always been guided by the quality of omnipresent motivation. It was, undoubtedly, the real lever for the consummation of my work. And the reflection that this job has allowed me tunes with this same diapason. Effectively, it will only be possible to build a successful school if the leaderships, to which I have remained linked for about twenty years, promote constant confidence habits, tied to a valorization of collaborative work among the different educational "actors", so as to making the school an enjoyable place, of cordial labor relationships and a constant pedagogical performance. After all, talking and thinking about Education means, among other things, to talk and think about a set of actors who need to interact in order to achieve the ultimate purpose of educating children and young people of a certain society. Of course this human dimension of experiencing school has been the success key to my longevity in our school group. Effectively, the atmosphere of a real family that daily goes by has been the real leitmotiv for the success of the path we walk. Only that way can we become even more proficient! This way, this report intends to provide the testimony of my experience in an ambivalent dimension: the one that embraced teaching as an intrinsic call but to whom the sortilege of circumstances wanted to "wear" the manager suit. In this context I have structured this reflexive report in two different parts: in the first part I will present a conceptual and theoretical background about the organization "School", highlighting the bureaucratic/rational and cultural models, without refraining from theorizing a little, the central area of it - the educational success and the reinforcement of students learning; in the second part I will try to review important historical milestones of public schools in Portugal regarding the fight against academic failure, wanting, likewise, to give the perspective of the education policy that our school group has adopted, aiming to become a successful school.
"In a globalized world, marked by the constant and fast technological innovation, there can be no place for inefficient schools or badly prepared and unmotivated teachers ". (Marques, 2003, p.U). I was inspired by this assertive motto by professor Ramiro Marques, because I consider it greatly adjusted to my vision of the world. Looking at the episodes of my professional story referred in this reflexive report, I feel them per si as discovery and learning opportunities in my professional journey. In fact, in all my professional life I have experienced moments of insecurity and even hesitation. However, I have always been guided by the quality of omnipresent motivation. It was, undoubtedly, the real lever for the consummation of my work. And the reflection that this job has allowed me tunes with this same diapason. Effectively, it will only be possible to build a successful school if the leaderships, to which I have remained linked for about twenty years, promote constant confidence habits, tied to a valorization of collaborative work among the different educational "actors", so as to making the school an enjoyable place, of cordial labor relationships and a constant pedagogical performance. After all, talking and thinking about Education means, among other things, to talk and think about a set of actors who need to interact in order to achieve the ultimate purpose of educating children and young people of a certain society. Of course this human dimension of experiencing school has been the success key to my longevity in our school group. Effectively, the atmosphere of a real family that daily goes by has been the real leitmotiv for the success of the path we walk. Only that way can we become even more proficient! This way, this report intends to provide the testimony of my experience in an ambivalent dimension: the one that embraced teaching as an intrinsic call but to whom the sortilege of circumstances wanted to "wear" the manager suit. In this context I have structured this reflexive report in two different parts: in the first part I will present a conceptual and theoretical background about the organization "School", highlighting the bureaucratic/rational and cultural models, without refraining from theorizing a little, the central area of it - the educational success and the reinforcement of students learning; in the second part I will try to review important historical milestones of public schools in Portugal regarding the fight against academic failure, wanting, likewise, to give the perspective of the education policy that our school group has adopted, aiming to become a successful school.