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Abstract(s)
O presente Relatório Reflexivo e Teoricamente Fundamentado é composto por duas partes: a primeira abrange o período que vai de 1985 a 2013, em que revejo o meu percurso profissional, reflito sobre determinados momentos, dando particular destaque aos cargos de liderança intermédia desempenhados. Na segunda parte, de espaço temporal idêntico, faço uma retrospetiva do processo tornado evolutivo que conduziu à formação das grandes unidades orgânicas de gestão educativa, entrando então na análise da sua extensão no município do Porto.
Na conclusão, para além das necessárias ilações retiradas do trabalho realizado, são expostas breves reflexões sobre temas que se articulam com algumas das apreensões manifestadas.
Este trabalho conta também com um conjunto de mapas e quadros, inseridos em espaço que se identifica por Anexo I, que se julgou da sua pertinência para melhor ilustrar o foco que se quer dar ao concelho do Porto.
Na realização do trabalho houve a preocupação, não só de fundamentar mas também de enriquecer teoricamente a narrativa e as reflexões produzidas, expondo determinadas posições divergentes, no sentido de fazer ver quão difícil é a análise de determinadas reformas empreendidas na educação portuguesa dos últimos anos, que provocam pontos de vista críticos contraditórios.
A formação de grandes unidades orgânicas na educação é tida com preocupação pelos mais críticos, pois consideram que significam um retrocesso na qualidade educativa, em parte por se poderem refletir na diluição de lideranças, na fragilização da coesão profissional.
Preconizar uma escola que pensa, que reflete, fomentar a dinâmica do empenho colaborativo, promover o valor intrínseco do conhecimento na centralidade do trabalho da sala de aula, são alguns dos desafios que não devem esmorecer a capacidade de aplicação dos seus profissionais face à volatilidade das leis, das decisões.
This Reflective and Theoretically Grounded Report consists of two parts: the first covers the period 1985-2013, when I look back on my career, I reflect on certain moments, giving particular emphasis to intermediate leadership positions I have held. In the second part, with identical timeline, I make a retrospective of the evolutionary process leading to the formation of large organic units of educational management, then entering the analysis of its extension in the municipality of Porto. In the conclusion, beyond the necessary learning from the work carried out, brief reflections are exposed on themes that articulate with some of the concerns expressed. This work also has a set of maps and pictures, placed in a space that is identified as Annex I, which is relevant to better illustrate the focus on the municipality of Porto. In conducting the study, there was a concern not only to support but also to theoretically enrich the narrative and reflections produced, by exposing certain divergent positions, in order to see how difficult is the analysis of certain reforms in Portuguese education in recent years, causing contradictory critical views. The formation of large organic units in education is regarded with concern by most critics, because they consider that they are a step backwards in educational quality, in part because it may reflect the dilution of leadership or the weakening of professional cohesion. Advocating a school that thinks and reflects, promoting the dynamics of collaborative effort, promoting the intrinsic value of knowledge in the centrality of work in the classroom, these are some of the challenges that must not weaken the application ability of its staff due to the volatility of laws and decisions.
This Reflective and Theoretically Grounded Report consists of two parts: the first covers the period 1985-2013, when I look back on my career, I reflect on certain moments, giving particular emphasis to intermediate leadership positions I have held. In the second part, with identical timeline, I make a retrospective of the evolutionary process leading to the formation of large organic units of educational management, then entering the analysis of its extension in the municipality of Porto. In the conclusion, beyond the necessary learning from the work carried out, brief reflections are exposed on themes that articulate with some of the concerns expressed. This work also has a set of maps and pictures, placed in a space that is identified as Annex I, which is relevant to better illustrate the focus on the municipality of Porto. In conducting the study, there was a concern not only to support but also to theoretically enrich the narrative and reflections produced, by exposing certain divergent positions, in order to see how difficult is the analysis of certain reforms in Portuguese education in recent years, causing contradictory critical views. The formation of large organic units in education is regarded with concern by most critics, because they consider that they are a step backwards in educational quality, in part because it may reflect the dilution of leadership or the weakening of professional cohesion. Advocating a school that thinks and reflects, promoting the dynamics of collaborative effort, promoting the intrinsic value of knowledge in the centrality of work in the classroom, these are some of the challenges that must not weaken the application ability of its staff due to the volatility of laws and decisions.
Description
Keywords
Percurso profissional Mega-agrupamentos Porto Reflexões Structure Professional career Mega school clusters Reflections