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Advisor(s)
Abstract(s)
Em termos metodológicos, este relatório insere-se no âmbito das
investigações qualitativas do tipo interpretativo, privilegiando a interpretação na
procura de sentidos. Inscreve-se num processo de reflexão alicerçado em dois
eixos:
- identificação de momentos formadores na/da profissão;
- reinterpretação desses momentos, fazendo emergir sentidos.
Na tentativa de compreender com quem e como aprendi o meu ser, o saber
e o saber-fazer profissional, fui ‘descobrindo o sentido da profissão e a mim
mesma como professora’.
A um tempo narradora e investigadora, dotada de um saber hermenêutico
tornado possível pelas lentes teóricas convocadas, apercebi-me de que a minha
identidade profissional se tem caracterizado como processo continuado de
construção, baseado em três fatores promotores, facilitadores, que foram
comuns aos trêsmomentos selecionados: o trabalho com os outros, a supervisão
(essencialmente entendida no conceito horizontal/colaborativo) e a
disponibilidade para aprender.
O que que aqui se apresenta não é uma história linear, mas três momentos
significativos e formadores de um percurso profissional estruturado em fases. É
o resultado da interação dinâmica entre narração e reflexão, num olhar em
perspetiva evolutiva.
Na última parte, dá-se igualmente conta de perspetivas presente-futuro.
The methodology used to write this report is inscribed in the pattern of qualitative investigation, favouring interpretation as a means to produce meaning. It is a process of reflection grounded on two axes: - Identification of formative moments; - reinterpretation of these moments so as to foster meaning. In the process of trying to understand with whom and how I have developed my professional self, knowledge and know-how, I ended up 'discovering the meaning of the profession and myself as a teacher.' Simultaneously narrator and investigator, endowed with an interpreting ability made possible by theoretical lenses, I realized that my professional identity is characterized as a continuous process of development, based on three structuring factors, which were common to the three selected moments: working with others, supervision (essentially understood in its horizontal / collaborative concept) and the drive to learn. What I present here is not a linear story, but three significant and formative moments from a professional journey structured in phases. It is the result of a dynamic interaction between narration and reflection, in an evolutionary perspective. In the last part, an account of present-future prospects is also conveyed.
The methodology used to write this report is inscribed in the pattern of qualitative investigation, favouring interpretation as a means to produce meaning. It is a process of reflection grounded on two axes: - Identification of formative moments; - reinterpretation of these moments so as to foster meaning. In the process of trying to understand with whom and how I have developed my professional self, knowledge and know-how, I ended up 'discovering the meaning of the profession and myself as a teacher.' Simultaneously narrator and investigator, endowed with an interpreting ability made possible by theoretical lenses, I realized that my professional identity is characterized as a continuous process of development, based on three structuring factors, which were common to the three selected moments: working with others, supervision (essentially understood in its horizontal / collaborative concept) and the drive to learn. What I present here is not a linear story, but three significant and formative moments from a professional journey structured in phases. It is the result of a dynamic interaction between narration and reflection, in an evolutionary perspective. In the last part, an account of present-future prospects is also conveyed.
Description
Keywords
Identidade profissional Supervisão e colaboração Formação de professores Desenvolvimento profissional Comunidade aprendente Professional identity Supervision and collaboration Teacher training Professional development Learning community