| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 813.33 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Quando abordamos o tema da educação, temos que ter em conta a escola como
uma organização, que surge do relacionamento entre estruturas físicas, administrativas e
sociais e que deverá ser sempre pensada em torno da vertente e da ação pedagógica. No
entanto, a escola não deixa de estar muito dependente do suporte legislativo do estado,
apesar da proclamada autonomia da escola, mantendo os verdadeiros intervenientes no
processo de ensino e aprendizagem à margem da participação das revisões previstas
para o sistema educativo. As escolas da atualidade têm que ser entendidas como
organizações autónomas, inclusivas, cooperantes e reflexivas. As escolas devem ser
pensadas para todos, devendo ser criadas oportunidades de ensino e formação
adequadas aos diferentes contextos e situações de aprendizagem. Pretende-se uma
escola eficaz que acrescenta valor aos seus alunos e os prepara para o futuro e uma
escola reflexiva, que se avalia para melhorar continuamente o processo de ensino e
aprendizagem.
Como organização, há necessidade de haver líderes formais e informais, líderes de
topo e lideres intermédios. Existem diferentes abordagens relativamente às formas de
liderança e gestão, surgindo uma série de teorias e pontos de vista. No entanto, face ao
contexto de viragem que vive o sistema escolar atual, a conceptualização da gestão e da
liderança no âmbito das organizações educativas tem que ser repensada, sendo
necessários novos líderes que concretizem os novos desafios impostos. É evidente a
existência de líderes formais e informais, sendo a articulação entre eles fundamental
para a boa organização escolar. A liderança em contexto escolar deverá ser uma
liderança pedagógica sendo necessário que os líderes formais e de topo tenham em
conta o conhecimento e as perspetivas dos professores, valorizando as suas
experiências, potencialidades e fragilidades, reconhecendo neles competências de
liderança intermédia e de liderança informal. As lideranças intermédias têm que ser uma
extensão do poder das lideranças de topo, de modo a permitirem um estreito
relacionamento com os alunos e com a comunidade educativa.
O Diretor de Turma surge como líder intermédio, desempenhando um papel de
charneira entre a escola e a comunidade, sendo muito importante a sua ação no que diz respeito à coordenação de todos os docentes do conselho turma, à promoção do
desenvolvimento pessoal e social dos alunos e sua plena integração no ambiente escolar,
e ao relacionamento estabelecido entre a Escola, Encarregados de Educação e a
Comunidade. A esse líder intermédio é-lhe reconhecido um perfil desejável,
competências e funções. No entanto, por vezes, a função de Diretor de Turma é apenas
atribuída a muitos docentes devido a contingências legislativas. Sendo o professor um
profissional versátil desempenha sempre os cargos letivos e não letivos que lhe são
atribuídos, ao longo da sua carreira, com o maior profissionalismo possível, tendo
sempre esperança no futuro e almejando sempre o sucesso educativo dos alunos.
When we approach the subject of education we have to take into account the school as an organization that arises from the relationship between physical, administrative and social structures and that should always be designed around the pedagogical slope and action. However, despite the proclaimed autonomy of the school, the same is nevertheless very dependent on the state legislative support, and the real actors in the teaching and learning stand aside of participating in planned revisions to the educational system. Today’s schools must be understood as autonomous, inclusive, cooperative and reflective organizations. Schools should be designed for everyone and opportunities for education and appropriate training to different contexts and learning situations should be created. What we want is an effective school that adds value to their students and prepares them for the future and a reflective school which evaluates to continuously improve the process of teaching and learning. As an organization, there is a need to have formal and informal leaders, top leaders and middle leaders. There are different approaches to leadership and management ways, emerging a number of theories and points. However, facing the turning point that the current school system is living, the conceptualization of management and leadership within the educational organizations has to be rethought and new leaders are necessary that realize the new challenges. The existence of formal and informal leaders it’s clear and the articulation between them is essential to a good school organization. Leadership in the school context should be a pedagogical one and it’s necessary that formal and top leaders take into account the knowledge and the teacher’s perspectives, valuing their experiences, strengths and weaknesses, recognizing in them intermediate leadership and informal leadership skills. The middle leaders need to be an extension from the power of the top leaders, to allow a close relationship with the students and the educational community. The Class Director emerges as a middle leader fulfilling a joint role between the school and the community and its action is very important regarding the coordination of all teachers of the class council, promoting personal and social development of students and their integration into the school environment, and the relationship established between the School, the Guardians and the Community. To this middle leader is recognized an appropriate profile, skills and roles. But sometimes the role of the Class Director is only assigned to many teachers due to legislative contingencies. Being the teacher a flexile professional he always fulfils the academic and non-academic positions that are assigned to him, throughout his career, with the utmost professionalism, always hoping for the future and aiming always for the educational success of students.
When we approach the subject of education we have to take into account the school as an organization that arises from the relationship between physical, administrative and social structures and that should always be designed around the pedagogical slope and action. However, despite the proclaimed autonomy of the school, the same is nevertheless very dependent on the state legislative support, and the real actors in the teaching and learning stand aside of participating in planned revisions to the educational system. Today’s schools must be understood as autonomous, inclusive, cooperative and reflective organizations. Schools should be designed for everyone and opportunities for education and appropriate training to different contexts and learning situations should be created. What we want is an effective school that adds value to their students and prepares them for the future and a reflective school which evaluates to continuously improve the process of teaching and learning. As an organization, there is a need to have formal and informal leaders, top leaders and middle leaders. There are different approaches to leadership and management ways, emerging a number of theories and points. However, facing the turning point that the current school system is living, the conceptualization of management and leadership within the educational organizations has to be rethought and new leaders are necessary that realize the new challenges. The existence of formal and informal leaders it’s clear and the articulation between them is essential to a good school organization. Leadership in the school context should be a pedagogical one and it’s necessary that formal and top leaders take into account the knowledge and the teacher’s perspectives, valuing their experiences, strengths and weaknesses, recognizing in them intermediate leadership and informal leadership skills. The middle leaders need to be an extension from the power of the top leaders, to allow a close relationship with the students and the educational community. The Class Director emerges as a middle leader fulfilling a joint role between the school and the community and its action is very important regarding the coordination of all teachers of the class council, promoting personal and social development of students and their integration into the school environment, and the relationship established between the School, the Guardians and the Community. To this middle leader is recognized an appropriate profile, skills and roles. But sometimes the role of the Class Director is only assigned to many teachers due to legislative contingencies. Being the teacher a flexile professional he always fulfils the academic and non-academic positions that are assigned to him, throughout his career, with the utmost professionalism, always hoping for the future and aiming always for the educational success of students.
Descrição
Palavras-chave
Escola Liderança Diretor de turma School Leadership Class director