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Abstract(s)
A formação contínua proporciona, pelo menos no plano teórico, momentos essenciais para que cada professor se sinta apoiado na procura constante por um ensino de mais qualidade. Mas como é conceber e preparar uma ação de formação que tenha este propósito? Neste texto narramos o processo ideográfico de configurar e intencionalizar o uso do portefólio reflexivo no quadro da criação de uma ação de formação contínua em modalidade de oficina. Considerado à partida como instrumento de questionamento epistemológico, o portefólio assume dupla dinâmica: (1) enquanto estrutura que está a ser concebida, com potencialidades e limitações intrínsecas; e (2) quando proposto aos professores como instrumento de avaliação a realizar na oficina de formação possibilita a (auto)observação do formador, iluminando as (suas) incertezas, o desconhecido e a complexidade que é o trabalho pedagógico. A metodologia autobiográfica, com base na revisão narrativa da literatura sobre portefólios, é usada para descrever os desafios relativos às configurações conjeturadas até à estrutura definitiva, numa dinâmica de reflexão para a ação. A escrita autobiográfica emerge aqui como: (1) processo de autocompreensão para a consolidação do objeto de investigação - uso de portefólio em contexto de formação; e (2) como método de pesquisa sobre o investigador que regista a autodescoberta e consciência de si mesmo. Conclui-se que, mesmo de forma mediada, o portefólio exige a integração sistemática da reflexão favorecendo a metacognição da ação docente, servindo de referência metodológica e ética para ajudar a decidir como devemos agir em situações imprevisíveis.
Ongoing training provides, at least at a theoretical level, essential moments for each teacher to feel supported in the constant search for higher quality teaching. But what is it like to conceive and prepare a training course with this purpose? In this paper we narrate the ideographic process of configuring and intentionalizing the use of the reflective portfolio in the framework of the creation of an ongoing training in workshop mode. Considered from the start as an instrument of epistemological questioning, the portfolio assumes a double dynamic: (1) as a structure that is being designed, with intrinsic potentialities and limitations; and (2) when proposed to teachers as an evaluation instrument to be used in the training workshop, it enables the (self)observation of the trainer, shedding light on (his/her) uncertainties, the unknown and the complexity of pedagogical work. The autobiographical methodology, based on the narrative literature’ review on portfolios, is used to describe the challenges concerning the conjectured configurations to the final structure, in a dynamic of reflection for action. Autobiographical writing emerges here as: (1) a process of selfunderstanding for the consolidation of the object of research - portfolio use in a training context; and (2) as a research method on the researcher that records self-discovery and selfawareness. We conclude that, even in a mediated manner, the portfolio requires the systematic integration of reflection favouring the metacognition of the teaching action, serving as a methodological and ethical reference to help decide how we should act in unpredictable situations.
Ongoing training provides, at least at a theoretical level, essential moments for each teacher to feel supported in the constant search for higher quality teaching. But what is it like to conceive and prepare a training course with this purpose? In this paper we narrate the ideographic process of configuring and intentionalizing the use of the reflective portfolio in the framework of the creation of an ongoing training in workshop mode. Considered from the start as an instrument of epistemological questioning, the portfolio assumes a double dynamic: (1) as a structure that is being designed, with intrinsic potentialities and limitations; and (2) when proposed to teachers as an evaluation instrument to be used in the training workshop, it enables the (self)observation of the trainer, shedding light on (his/her) uncertainties, the unknown and the complexity of pedagogical work. The autobiographical methodology, based on the narrative literature’ review on portfolios, is used to describe the challenges concerning the conjectured configurations to the final structure, in a dynamic of reflection for action. Autobiographical writing emerges here as: (1) a process of selfunderstanding for the consolidation of the object of research - portfolio use in a training context; and (2) as a research method on the researcher that records self-discovery and selfawareness. We conclude that, even in a mediated manner, the portfolio requires the systematic integration of reflection favouring the metacognition of the teaching action, serving as a methodological and ethical reference to help decide how we should act in unpredictable situations.
Description
Keywords
Portefólio Reflexão Formação Aprendizagem autobiográfica Portfolio Reflection Continuous education Autobiographical learning
Citation
Publisher
Instituto Politécnico de Bragança