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Abstract(s)
O presente trabalho reflexivo versa sobre a minha vivência dos últimos seis
anos de carreira que considero muito significativa no meu percurso profissional,
uma vez que diz respeito ao desenvolvimento de uma nova modalidade de
ensino para as escolas secundárias públicas.
Essa experiência visou a implementação e o desenvolvimento de cursos
profissionais de nível secundário e foi vivida entre os anos letivos 2006/2007 e
2010/2011 no Agrupamento de Escolas de Melgaço e, no último ano letivo
2011/2012, na Escola Secundária de Monção.
Estes cursos pretendem formar profissionais, valorizando, por isso, o
desenvolvimento de competências para o exercício de uma profissão. São
cursos para alunos que têm aspirações e vocações diferentes: ingresso no
mercado de trabalho após a conclusão do 12º ano de escolaridade, dominando
as competências básicas para o desempenho de uma profissão e permitindo o
prosseguimento de estudos. Os cursos profissionais devem enquadrar os jovens
de forma atualizada e integrada no mercado de trabalho, como profissionais
completos e como cidadãos esclarecidos e participativos.
Esta reflexão inicia-se com a narração dos factos ocorridos nesses seis anos,
no desenvolvimento de cursos profissionais que foram caraterizados pela
mudança, pelo trabalho colaborativo, pelo envolvimento dos intervenientes, pela
escola aprendente, pela imagem social desses cursos e pelo sucesso dos
alunos, e que favoreceram a minha emancipação profissional. Posteriormente
efetuou-se a sua elucidação e interpretação à luz de quadros teóricos das
Ciências da Educação.
A reflexão sobre a experiência vivida no terreno, em duas escolas totalmente
diferentes, mostra a importância do desenvolvimento, com qualidade, do ensino
profissional por parte das escolas secundárias públicas, no sentido de cumprir as
metas definidas no Programa Nacional de Reformas, Portugal 2020.
This essay is a reflection on the last six years of my career which I consider very significant in my professional trail, for it refers to the development of a new mode of teaching in public secondary schools. That experience targeted the implementation and development of vocational courses at a secondary level and was experienced between the scholar years of 2006/2007 up to 2010/2011 at the “Agrupamento de Escolas de Melgaço” and this last scholar year of 2011/2012 at the Secondary School of Monção. These courses aim vocational training of teenagers, valuing, therefore, the development of competences to perform a certain job/profession. They are vocational courses for students who have different aspirations and vocations: entering a workforce in the labor market after finishing grade 12, where basic skills to perform a job is dominant but can also give the opportunity to continue higher school education. The vocational courses should fit the youths in an updated and integrated way in the working world, as complete professionals and as enlightened and engaged citizens. This reflection begins with a narration of facts occurred throughout those six years during the development of vocational courses mostly characterized by change, by collaborative work, by the involvement of the intervenients, by a school in a learning process, by a social image of those courses and by the students’ success and that helped my professional emancipation. Subsequently, its elucidation and interpretation was made in the light of the theoretical frameworks of the Education Sciences. The reflection of the experience on the ground in two totally different school realities show the importance of the development of vocational education with quality made by the public secondary schools, as a sense of accomplishing the goals defined by the National Reform Programs, Portugal 2020.
This essay is a reflection on the last six years of my career which I consider very significant in my professional trail, for it refers to the development of a new mode of teaching in public secondary schools. That experience targeted the implementation and development of vocational courses at a secondary level and was experienced between the scholar years of 2006/2007 up to 2010/2011 at the “Agrupamento de Escolas de Melgaço” and this last scholar year of 2011/2012 at the Secondary School of Monção. These courses aim vocational training of teenagers, valuing, therefore, the development of competences to perform a certain job/profession. They are vocational courses for students who have different aspirations and vocations: entering a workforce in the labor market after finishing grade 12, where basic skills to perform a job is dominant but can also give the opportunity to continue higher school education. The vocational courses should fit the youths in an updated and integrated way in the working world, as complete professionals and as enlightened and engaged citizens. This reflection begins with a narration of facts occurred throughout those six years during the development of vocational courses mostly characterized by change, by collaborative work, by the involvement of the intervenients, by a school in a learning process, by a social image of those courses and by the students’ success and that helped my professional emancipation. Subsequently, its elucidation and interpretation was made in the light of the theoretical frameworks of the Education Sciences. The reflection of the experience on the ground in two totally different school realities show the importance of the development of vocational education with quality made by the public secondary schools, as a sense of accomplishing the goals defined by the National Reform Programs, Portugal 2020.
Description
Keywords
Mudança Trabalho colaborativo Envolvimento dos intervenientes Escola aprendente Imagem social do ensino profissional Sucesso dos alunos Change Collaborative work Involvement of the intervenients School in a learning process Social image of vocational education Students’ success