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Abstract(s)
O presente trabalho intitulado, O Percurso de uma Identidade Profissional: De Um
Egotismo Afetivo À Profissionalidade Encontrada é um relatório reflexivo, teoricamente
fundamentado, do período da carreira profissional que se encontra compreendido entre os
anos de 1981 e 2011. Nele se retratam as transformações da Escola do nosso tempo –
enquanto instituição e organização, mas também relativas à profissão docente, à pedagogia e
às oportunidades de desenvolvimento profissional encontradas e/ou a encontrar – que se
constrói com avanços e recuos no quadro sócio-político que as condiciona, bem como a forma
como os docentes vão respondendo a estas alterações. A questão-problema que deu mote ao
relato de natureza autobiográfica enuncia-se da seguinte forma:
Em que medida a ausência de supervisão se repercutiu no percurso profissional e na
qualidade do exercício da docência e do desempenho dos cargos desempenhados?
O relatório é constituído por três andamentos, encontrados a partir de um símile de
natureza musical. No primeiro andamento são esclarecidas questões de carácter afetivo,
pedagógico e avaliativo, em torno do período correspondente ao início da carreira em causa,
sem ter havido formação inicial que tivesse preparado o sujeito de enunciação para enfrentar a
realidade da Escola e da Educação em Portugal. No segundo andamento problematiza-se a
respetiva profissionalização e os normativos legais que a suportaram. No terceiro andamento
são objeto de retrato os desafios emergentes em nome de uma nova utopia. Isto mesmo devido
às alterações constantes de política educativa a que as escolas/professores estiveram e estão
sujeita(o)s nos últimos anos a esta parte, nomeadamente ao nível da gestão e autonomia das
escolas, da avaliação docente e da alteração curricular. Decorrente deste esforço de autoanálise
surge a tomada de consciência da importância da supervisão pedagógica como ação
promotora de mudança das práticas letivas, em consequência do desenvolvimento pessoal e
profissional.
This work entitled, The Journey of a Professional Identity: From an Affective Egotism to a Discovered Professionalism is a reflective report theoretically substantiated of the period of a career that lies between the years 1981 and 2011. Therein is depicted the transformations of the School of our time - as an institution and organization, but also of the teaching profession, pedagogy, and professional development opportunities found and / or to find - which is built with advances and setbacks in the socio-political framework that conditions them, as well as how teachers will respond to these changes. The key issue that gave problem-mote to this autobiographical report sets up as follows: To what extent the lack of supervision is reflected in the career and in the quality of the teaching profession and performance of functions held? The report is composed of three movements, found from a simile of a musical nature. In the first movement are clarified issues of affective , evaluative and pedagogical nature, around the period of the beginning of the career , without having initial training for the subject of enunciation to be prepared to face the reality of the School and Education in Portugal. The second movement discusses progress to respective professional and legal norms that support it. In the third movement are portrayed emerging challenges on behalf of a new utopia. This due to constant changes in education policy that schools / teachers were and are now subject to in recent years , particularly in terms of management and schools autonomy, teacher evaluation and curriculum change. Due to this effort of self-analysis there is the awareness of the importance of supervision as promoter force of changing teaching practices, as a result of personal and professional development.
This work entitled, The Journey of a Professional Identity: From an Affective Egotism to a Discovered Professionalism is a reflective report theoretically substantiated of the period of a career that lies between the years 1981 and 2011. Therein is depicted the transformations of the School of our time - as an institution and organization, but also of the teaching profession, pedagogy, and professional development opportunities found and / or to find - which is built with advances and setbacks in the socio-political framework that conditions them, as well as how teachers will respond to these changes. The key issue that gave problem-mote to this autobiographical report sets up as follows: To what extent the lack of supervision is reflected in the career and in the quality of the teaching profession and performance of functions held? The report is composed of three movements, found from a simile of a musical nature. In the first movement are clarified issues of affective , evaluative and pedagogical nature, around the period of the beginning of the career , without having initial training for the subject of enunciation to be prepared to face the reality of the School and Education in Portugal. The second movement discusses progress to respective professional and legal norms that support it. In the third movement are portrayed emerging challenges on behalf of a new utopia. This due to constant changes in education policy that schools / teachers were and are now subject to in recent years , particularly in terms of management and schools autonomy, teacher evaluation and curriculum change. Due to this effort of self-analysis there is the awareness of the importance of supervision as promoter force of changing teaching practices, as a result of personal and professional development.
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Keywords
Supervisão pedagógica Desenvolvimento profissional Ausência de supervisão Profissionalidade Avaliação Currículo Afetividade Didática Pedagogical supervision Professional development Lack of supervision Professionalism Assessment Curriculum Affectivity Didactic