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Abstract(s)
Corria o ano de 2006 quando o Ensino Profissional entrou na minha vida profissional. Marcou-me profundamente. Essa marca é o que mais se pretende explanar no presente relatório reflexivo.
Entrou, no ano de 2004, o ensino profissional nas nossas escolas secundárias, embora as primeiras escolas profissionais tenham nascido em 1989. Um Ensino diferente, para alunos diferentes e, claro, para professores diferentes. Um verdadeiro desafio de uma modalidade de ensino que foge aos cânones tradicionais do sistema de ensino regular.
Expõe-se aqui a descoberta deste “novo mundo” para mim, enquanto docente. Assim, inicia-se uma breve reflexão do paradigma de escola ideal e eficaz; o perfil de professor a traçar para construir essa mesma escola, seguindo-se uma profunda reflexão do que é o Ensino Profissional, enquanto modalidade de ensino especial que nem todos conseguem nem entender, nem sintonizar e nem, tão pouco, aceitar. Este olhar diferente será realçado pelas vivências, enquanto docente, desta via de ensino nos últimos sete anos.
Deste quotidiano profissional resulta uma outra imagem e impacto de outra via de ensino, a dos cursos profissionalizantes, para aqueles que no ensino regular não se revêem nem identificam. O que verdadeiramente ressalta é que o ensino de excelência não é apanágio de algumas modalidades de ensino, escolas e/ou ofertas educativas. O sucesso resulta da atitude profissional que cada professor é capaz de imprimir no sentido de fazer aprender os seus alunos.
During 2006 Vocational Education came into my professional life. It marked me deeply. This mark is what I intend to explain all over this reflective report. During 2004 the vocational education becomes available in our secondary schools, despite first professional schools started in 1989. A different school for different students and of course, for different teachers. A real challenge for a teaching that eludes the traditional canons of mainstream education. Here exposes himself the discovery of this “new world” for me as a teacher. Thus begins a brief reflection of the paradigm ideal and effective school; , the teacher profile plotting to build that same school , followed by a deep reflection of what the Vocational Education while special teaching modality that not everyone can neither understand nor tune, nor so little, accept. This look is highlighted by different experiences while teaching this type of curriculum in the last seven years. This follows another everyday professional image and impact of other means of education, the vocational courses for those in regular education does not revise or identify. What really stands out is that teaching excellence is not the hallmark of some types of education, schools and / or educational offerings. The apparent success of the professional attitude that every teacher is capable of printing in order to learn their students.
During 2006 Vocational Education came into my professional life. It marked me deeply. This mark is what I intend to explain all over this reflective report. During 2004 the vocational education becomes available in our secondary schools, despite first professional schools started in 1989. A different school for different students and of course, for different teachers. A real challenge for a teaching that eludes the traditional canons of mainstream education. Here exposes himself the discovery of this “new world” for me as a teacher. Thus begins a brief reflection of the paradigm ideal and effective school; , the teacher profile plotting to build that same school , followed by a deep reflection of what the Vocational Education while special teaching modality that not everyone can neither understand nor tune, nor so little, accept. This look is highlighted by different experiences while teaching this type of curriculum in the last seven years. This follows another everyday professional image and impact of other means of education, the vocational courses for those in regular education does not revise or identify. What really stands out is that teaching excellence is not the hallmark of some types of education, schools and / or educational offerings. The apparent success of the professional attitude that every teacher is capable of printing in order to learn their students.
Description
Keywords
Ensino profissional Modelos educativos Desempenho escolar Desigualdades sociais e escolares Expectativas profissionais Vocational education Educational models School performance Professional expectations School and social inequalities