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Abstract(s)
Este relatório de atividade profissional pretende abordar o papel do docente e do gestor intermédio escolar enquanto agentes educativos que lidam com os problemas inerentes ao objetivo de democratização da escola.
Nas últimas décadas, têm sido promovidas diversas iniciativas ao nível do desenvolvimento curricular e ao nível da gestão intermédia. Mas, ao mesmo tempo que procurou democratizar-se, a escola também se massificou e tornou-se mais complexa. Se a maior heterogeneidade sociocultural dos discentes requeria a diferenciação pedagógica e a diversificação curricular, a verdade é que a escola privilegiou a homogeneidade e a uniformidade.
A meditação sobre o nosso percurso profissional e a análise do nosso papel enquanto professor e enquanto gestor pedagógico intermédio põe em destaque que o sucesso das políticas educativas, mesmo quando determinadas no centro para serem implementadas pelas periferias, depende também da sua receção e compreensão por parte dos docentes e o do envolvimento destes na sua implementação.
Assim, torna-se, evidente que, para a promoção do sucesso educativo dos alunos, é vantajosa a constituição de equipas educativas efetivas, identificadas com a dimensão democratizadora da escola e motivadas para o trabalho em conjunto, a partilha de recursos e a aferição de estratégias de ensino e práticas pedagógicas.
This professional activity report tries to approach teacher‟s and middle manager‟s role as educational agents who deal with school democratization inherent problems. In recent decades, several initiatives have been promoted in the areas of curriculum development and of middle management. However, at the same time school seeks to democratize itself, it also massified itself and became more complex. If student‟s sociocultural heterogeneity increase required pedagogical differentiation and curricular diversification, the truth is that school favored homogeneity and uniformity. A thought on our career and a analysis of our role as teachers and as middle managers emphasizes that educational policies success, even when determined in the center to be implemented by the peripheries, also depends on teachers receipt and understanding and their involvement in its implementation . Thus, it becomes evident that, to promote students educational success, it is advantageous to set up effective educational teams, identified with school‟s democratizing size and motivated to work together, to sharing resources and teaching assessment strategies and pedagogical practices.
This professional activity report tries to approach teacher‟s and middle manager‟s role as educational agents who deal with school democratization inherent problems. In recent decades, several initiatives have been promoted in the areas of curriculum development and of middle management. However, at the same time school seeks to democratize itself, it also massified itself and became more complex. If student‟s sociocultural heterogeneity increase required pedagogical differentiation and curricular diversification, the truth is that school favored homogeneity and uniformity. A thought on our career and a analysis of our role as teachers and as middle managers emphasizes that educational policies success, even when determined in the center to be implemented by the peripheries, also depends on teachers receipt and understanding and their involvement in its implementation . Thus, it becomes evident that, to promote students educational success, it is advantageous to set up effective educational teams, identified with school‟s democratizing size and motivated to work together, to sharing resources and teaching assessment strategies and pedagogical practices.
Description
Keywords
Democratização Gestão intermédia Diversificação curricular Diferenciação pedagógica Equipas educativas Democratization Middle management Curricular diversification Pedagogical differentiation Educational teams