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Na escola atual, o diretor de turma assume, cada vez mais, um múltiplo papel de
ligação entre os vários atores educativos. Se a gestão do currículo é da responsabilidade do
professor, a gestão das aprendizagens dos alunos é, quase exclusivamente, competência do
diretor de turma, ao ponto de lhe ser assacada responsabilidade maior pelo insucesso
escolar dos seus discentes.
Apesar de muitas vezes o trabalho técnico e burocrático ser o mais óbvio e aquele
que, aos olhos dos pares, mais evidencia a impreparação para o exercício do cargo, é
expectável que o professor diretor de turma assuma um papel determinante na mediação de
conflitos dentro da comunidade educativa (professor < ̶ > aluno < ̶ > aluno < ̶ > escola < ̶ >
família), coordene as atividades dos professores do conselho de turma, coordenando a
interdisciplinaridade horizontal (cargo de gestão intermédia) e seja, ainda, o promotor da
política educativa do agrupamento.
O perfil do professor, que exerce o cargo de diretor de turma, condiciona o seu
desempenho, sendo recorrentemente apresentado como um argumento para a sua
atribuição, mas é, mais das vezes, visto como um acréscimo de trabalho e
responsabilidades que muitos dispensariam. A escolha dos docentes nem sempre está
subjacente aos princípios de meritocracia, pois a gestão dos recursos humanos das escolas
obedece a múltiplos fatores a ter em conta.
O presente relatório reflexivo considera a minha experiência profissional como
diretor de turma e tem, ainda, por base, a de coordenador dos diretores de turma, com
assento no conselho pedagógico, que me confere uma visão próxima de outros atores no
desempenho desse papel.
Numa primeira parte, teoricamente fundamentada, será revisto o papel e perfil do
diretor de turma, numa perspetiva diacrónica e o seu atual enquadramento institucional.
Numa segunda parte, será apresentada a experiência adquirida nos últimos quatro anos, no
exercício do cargo, com ênfase nos procedimentos que se refletem positivamente no ensino
e na aprendizagem.
In today’s school, the form teacher assumes, more and more, a multiple role of connection between the various educational players. If the curriculum management is the responsibility of the teacher, the student learning management is almost exclusively the responsibility of the form teacher, to the point where he is responsible for the failure of his students. Although the technical and bureaucratic work is often the most obvious and the one that, in the eyes of schoolmate, is more evident the lack of preparation for the position, it is expected that the form teacher will assume a deciding role in the conflict mediation within the Educational community (teacher < ̶ > student < ̶ > student < ̶ > school < ̶ > family), coordinate the activities of class council teachers, coordinating horizontal interdisciplinarity (intermediate management position) and be also the promoter of Educational policy of the grouping. The teacher profile, who holds the position of form teacher, conditions his performance, being repeatedly presented as an argument for his assignment, but is more often than not seen as an increase in work and responsibilities that many would dispense. The choice of teachers does not always underlie the basics of meritocracy, since the management of the human resources of schools obeys the multiple factors to be taken into account. This reflective report considers my professional experience as a form teacher and also has as a base, the coordination of the form teachers, with a seat in the pedagogical council, which gives me a close view of other actors in performing this role. In a first part, theoretically grounded, will be reviewed the role and profile of the form teacher, in a diachronic perspective and its current institutional framework. In the second part, the experience acquired during the last four years of the position will be presented, with emphasis on procedures that are positively reflected in teaching and learning.
In today’s school, the form teacher assumes, more and more, a multiple role of connection between the various educational players. If the curriculum management is the responsibility of the teacher, the student learning management is almost exclusively the responsibility of the form teacher, to the point where he is responsible for the failure of his students. Although the technical and bureaucratic work is often the most obvious and the one that, in the eyes of schoolmate, is more evident the lack of preparation for the position, it is expected that the form teacher will assume a deciding role in the conflict mediation within the Educational community (teacher < ̶ > student < ̶ > student < ̶ > school < ̶ > family), coordinate the activities of class council teachers, coordinating horizontal interdisciplinarity (intermediate management position) and be also the promoter of Educational policy of the grouping. The teacher profile, who holds the position of form teacher, conditions his performance, being repeatedly presented as an argument for his assignment, but is more often than not seen as an increase in work and responsibilities that many would dispense. The choice of teachers does not always underlie the basics of meritocracy, since the management of the human resources of schools obeys the multiple factors to be taken into account. This reflective report considers my professional experience as a form teacher and also has as a base, the coordination of the form teachers, with a seat in the pedagogical council, which gives me a close view of other actors in performing this role. In a first part, theoretically grounded, will be reviewed the role and profile of the form teacher, in a diachronic perspective and its current institutional framework. In the second part, the experience acquired during the last four years of the position will be presented, with emphasis on procedures that are positively reflected in teaching and learning.
Descrição
Palavras-chave
Diretor de turma Conselho de turma Gestão intermédia Mediação Form teacher Class council Middle management Mediation