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Resumo(s)
Este relatório reflexivo teoricamente fundamentado pretende analisar a
evolução da identidade profissional e pessoal e identificar marcas de
conhecimento profissional. O relatório reflexivo está centrado num momento
crucial e projetivo, relativamente recente, do percurso profissional, que se
constituiu como ponto de autorreferência do trabalho colaborativo e marca
identitária.
A divisão da carreira introduzida pelo ECD e as mudanças consequentes
nas práticas de avaliação para progressão na carreira, bem como o novo regime
de autonomia, administração e gestão das escolas públicas (DL 75/2008),
produziram efeitos particulares nas escolas e na prática profissional,
nomeadamente ao nível das coordenações pedagógicas intermédias, que
obrigaram a decisões num terreno de grande complexidade e incerteza. Esta
característica do clima institucional levou a uma resposta de
autodesenvolvimento reflexivo.
A origem do conselho de coordenação pedagógica intermédia, designado
nesta narrativa por “estrutura pedagógica consonante” foi a reação natural de
quatro coordenadoras de departamento curricular em funções na mesma escola,
nessa conjuntura de particular tensão e mudança. Esta estrutura, inexistente na
orgânica das escolas, foi entendida pelas coordenadoras como colaborativa e
colegial e nasce da necessidade da reflexão conjunta e de harmonização das
estratégias de supervisão nas suas várias dimensões: coordenação, regulação,
avaliação, liderança e mediação. Assim, convoca-se a literatura que define o
conceito nuclear de supervisão, na sua dimensão vertical e supervisiva e na
dimensão horizontal, colaborativa e autorreguladora, com especial incidência em
Isabel Alarcão, Bernardo Canha e Maria do Céu Roldão.
Sendo que a ideia geral da narrativa assenta na supervisão, o momento
em si mesmo projeta claramente os conceitos de identidade e conhecimento profissionais para uma luz mais extensa e transfigurativa. E, em espiral, na
narrativa, colocam-se hipóteses sobre as ações tomadas que levantam questões
da vontade, do entusiasmo e da necessidade de mudar, difíceis para qualquer
grupo profissional.
This introspective report analyses the evolution of the personal and occupational identities and tries to single out the markers of professional knowhow. It is focused on a crucial and relatively recent professional moment, which became a personal reference point on collaborative work. The career division introduced by the ECD and the subsequent changes to the career progression evaluation practices, as well as the new public school management and administration policies (DL 75/2008) had a particular impact on the schools’ internal organisation and the teachers’ daily work. This mostly affected the intermediate education supervision, introducing a complex field of uncertainty where all of the decisions had to be made without guidelines, effectively forcing the teachers to rely on and draw solely from their professional and personal experience to reorganize themselves and overcome these newly introduced measures. The intermediate education management board, previously non-existent in the public school management guidelines, was born out of the need to integrate supervision strategies (organisation, evaluation, leadership, mediation and regulation) and curricular department mediation strategies. This board was introduced by four department coordinators working at the same school, who decided to create internal guidelines on how to collaborate with one another. And thus, one relied upon written work by Isabel Alarcão, Bernardo Canha and Maria do Céu Roldão to substantiate and define the concept of nuclear supervision, as a collaborative and self-regulating work tool. Given that the concept of supervision is this narrative’s topic, it is expected that its effects and considerations transcend past the work environment, raising issues of will, enthusiasm and willingness to change and evolve, no doubt difficult for any occupational group.
This introspective report analyses the evolution of the personal and occupational identities and tries to single out the markers of professional knowhow. It is focused on a crucial and relatively recent professional moment, which became a personal reference point on collaborative work. The career division introduced by the ECD and the subsequent changes to the career progression evaluation practices, as well as the new public school management and administration policies (DL 75/2008) had a particular impact on the schools’ internal organisation and the teachers’ daily work. This mostly affected the intermediate education supervision, introducing a complex field of uncertainty where all of the decisions had to be made without guidelines, effectively forcing the teachers to rely on and draw solely from their professional and personal experience to reorganize themselves and overcome these newly introduced measures. The intermediate education management board, previously non-existent in the public school management guidelines, was born out of the need to integrate supervision strategies (organisation, evaluation, leadership, mediation and regulation) and curricular department mediation strategies. This board was introduced by four department coordinators working at the same school, who decided to create internal guidelines on how to collaborate with one another. And thus, one relied upon written work by Isabel Alarcão, Bernardo Canha and Maria do Céu Roldão to substantiate and define the concept of nuclear supervision, as a collaborative and self-regulating work tool. Given that the concept of supervision is this narrative’s topic, it is expected that its effects and considerations transcend past the work environment, raising issues of will, enthusiasm and willingness to change and evolve, no doubt difficult for any occupational group.
Descrição
Palavras-chave
Identidade profissional Supervisão Trabalho colaborativo Conhecimento profissional Professional Identity Supervision Collaborative work Professional knowledge Professional know-how