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A aprendizagem dos alunos está diretamente relacionada com a qualidade do
ensino que os professores desenvolvem para promover essa aprendizagem.
Com base principalmente na minha experiência informal na vida da escola e
em diálogo com muitos colegas de profissão, noto que o isolamento profissional dos
professores é uma constante. A atualização e aperfeiçoamento da sua própria
formação enquanto pessoas e profissionais de educação é importante para essa
qualidade.
Sendo a colaboração entre professores um tema cada vez mais atual nas
práticas pedagógicas dos docentes e tendo em consideração que a avaliação externa
das escolas, através da inspeção geral da educação e da ciência, apela ao trabalho
colaborativo entre os docentes, na prestação do serviço educativo, afirmando a
importância do acompanhamento e da supervisão da prática letiva e apresentando
um papel relevante na monitorização da eficiência das práticas de apoio educativo,
decidi escolher como temática da minha investigação o trabalho colaborativo entre
professores, nomeadamente identificar e estabelecer relações entre o modo como os
professores e líderes encaram o trabalho colaborativo de professores e o modo como
orientam as suas práticas docentes.
O meu problema de investigação levou-me, desta forma, a construir um
quadro teórico de análise que procurou clarificar não só os conceitos diretamente
relacionados com ele, nomeadamente, cultura profissional e tipologia de culturas
docentes (individualismo, colaboração, colegialidade artificial, balcanização, grande
família), mas também conceitos contíguos e que contribuíram para o aprofundamento
dos primeiros, como o de conhecimento profissional docente e de profissionalidade.
O estudo empírico foi realizado no ano de 2016 e desenvolvi a minha
investigação, tomando como objeto um conjunto de professores e líderes, de topo e
intermédios, num agrupamento de uma escola pública, da cidade de Braga,
centrando-me apenas na escola de 3º ciclo e secundário.
A investigação desenvolvida centra-se na modalidade da investigação
qualitativa, de natureza interpretativa, embora com recurso a técnicas mistas. A
metodologia adotada para recolha de dados assentou na combinação de técnicas quantitativas e qualitativas, embora com maior incidência na perspetiva qualitativa,
com recurso às técnicas de inquéritos por questionário e entrevistas
semiestruturadas, complementada com a análise documental de documentos
orientadores da escola. Neste estudo participaram cinquenta e sete professores que
responderam a um questionário e dez entrevistados, nomeadamente, o líder de topo
(diretor(a) da referida escola), três líderes intermédios e a seis professores.
No tratamento de análise de dados foram aplicados a técnica de análise
estatística nos inquéritos por questionário e análise de conteúdo para as entrevistas e
levantamento de documentos.
Os resultados obtidos apontam para o facto de os docentes teoricamente
terem conhecimento sobre como se deve trabalhar colaborativamente, apesar de não
ser uma prática comum, ou seja, destaca-se a ausência do trabalho colaborativo
efetivo. As práticas colaborativas existentes revelam-se muito reduzidas ou
praticamente inexistentes, a ideia mais emergente é de que a colaboração implica um
trabalho conjunto e partilha, resumindo-se, de facto, ao estabelecimento de relações
espontâneas, voluntárias, difundidas no tempo e no espaço, e com caracter informal.
Os docentes demonstram perceções positivas em relação à cultura
colaborativa, revelam interesse e predisposição para participar em processos de
colaboração com outros professores, reconhecendo a sua importância. No entanto, a
sala de aula otiua a se o seu espaço de liedade, ode ada pofesso aida
trabalha de modo isolado e individual.
A aposta na formação inicial e contínua poderá ser um caminho para a
mudança da mentalidade individualista e de isolamento que caracteriza a cultura
profissional dos docentes.
The student’s acquisition of knowledge is directly related to the teaching quality that professors develop to promote that learning. Based mainly on my informal experience in school life and in dialogue with many professional colleagues, I observe that the professional isolation of teachers is a constant. Upgrading and improving your own training as individuals and education professionals is important for this quality. Being the collaboration between teachers an increasingly current theme in teachers' pedagogical practices and taking into account that the external evaluation of schools, through the general inspection of education and science, calls for collaborative work among teachers in the provision of educational service , affirming the monitoring and supervision of teaching practice and playing a relevant role in monitoring the effectiveness of educational support practices, I decided to choose the theme of my research as a collaborative work among teachers, namely to identify and establish relationships between how teachers and Leaders see the collaborative work of teachers and how they guide their teaching practices. My research problem led me to construct a theoretical framework of analysis that sought to clarify not only the concepts directly related to it, namely professional culture and typology of teaching cultures (individualism, collaboration, artificial collegiality, balkanization, Large family), but also contiguous concepts that contributed to the deepening of the former, such as professional teaching knowledge and professionalism. The empirical study was conducted in 2016 and I developed my research, focusing on a group of teachers and leaders, top and middle, in a grouping of a public school in the city of Braga, focusing only on the school of 3rd Cycle and secondary. The research developed focuses on the modality of qualitative research, of an interpretive nature, although using mixed techniques. The methodology adopted for data collection was based on the combination of quantitative and qualitative techniques, although with a higher incidence in the qualitative perspective, using questionnaire surveys techniques, semi-structured interviews complemented with documentary analysis of school guidance documents. Fifty-seven teachers who answered a questionnaire and ten respondents, including the top leader (school principal), three intermediate leaders and six teachers participated in the study. In the treatment of data analysis, the technique of statistical analysis was applied in questionnaire surveys and content analysis for interviews and document collection. The results obtained point to the fact that teachers are theoretically aware of how to work collaboratively, although it is not a common practice, that is, the absence of effective collaborative work stands out. Existing collaborative practices prove to be very small or practically nonexistent. The most emerging idea is that collaboration implies working together and sharing, in fact summarizing the establishment of spontaneous, voluntary relations, diffused in time and space, and with a formal character. Professors demonstrate positive perceptions regarding the collaborative culture as they show interest and predisposition to participate in processes of collaboration with other colleagues, recognizing their importance. However, the classroom remains their "space of freedom," where each teacher still works in isolation and individually. The bet on initial and continuous training may be a way to change the individualistic mentality and isolation that characterizes the professional culture of teachers.
The student’s acquisition of knowledge is directly related to the teaching quality that professors develop to promote that learning. Based mainly on my informal experience in school life and in dialogue with many professional colleagues, I observe that the professional isolation of teachers is a constant. Upgrading and improving your own training as individuals and education professionals is important for this quality. Being the collaboration between teachers an increasingly current theme in teachers' pedagogical practices and taking into account that the external evaluation of schools, through the general inspection of education and science, calls for collaborative work among teachers in the provision of educational service , affirming the monitoring and supervision of teaching practice and playing a relevant role in monitoring the effectiveness of educational support practices, I decided to choose the theme of my research as a collaborative work among teachers, namely to identify and establish relationships between how teachers and Leaders see the collaborative work of teachers and how they guide their teaching practices. My research problem led me to construct a theoretical framework of analysis that sought to clarify not only the concepts directly related to it, namely professional culture and typology of teaching cultures (individualism, collaboration, artificial collegiality, balkanization, Large family), but also contiguous concepts that contributed to the deepening of the former, such as professional teaching knowledge and professionalism. The empirical study was conducted in 2016 and I developed my research, focusing on a group of teachers and leaders, top and middle, in a grouping of a public school in the city of Braga, focusing only on the school of 3rd Cycle and secondary. The research developed focuses on the modality of qualitative research, of an interpretive nature, although using mixed techniques. The methodology adopted for data collection was based on the combination of quantitative and qualitative techniques, although with a higher incidence in the qualitative perspective, using questionnaire surveys techniques, semi-structured interviews complemented with documentary analysis of school guidance documents. Fifty-seven teachers who answered a questionnaire and ten respondents, including the top leader (school principal), three intermediate leaders and six teachers participated in the study. In the treatment of data analysis, the technique of statistical analysis was applied in questionnaire surveys and content analysis for interviews and document collection. The results obtained point to the fact that teachers are theoretically aware of how to work collaboratively, although it is not a common practice, that is, the absence of effective collaborative work stands out. Existing collaborative practices prove to be very small or practically nonexistent. The most emerging idea is that collaboration implies working together and sharing, in fact summarizing the establishment of spontaneous, voluntary relations, diffused in time and space, and with a formal character. Professors demonstrate positive perceptions regarding the collaborative culture as they show interest and predisposition to participate in processes of collaboration with other colleagues, recognizing their importance. However, the classroom remains their "space of freedom," where each teacher still works in isolation and individually. The bet on initial and continuous training may be a way to change the individualistic mentality and isolation that characterizes the professional culture of teachers.
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Palavras-chave
Cultura profissional Individualismo docente Trabalho colaborativo Desenvolvimento profissional Profissionalização docente Práticas docentes Professional culture Teaching individualism Collaborative work Professional development Teacher professionalization Teaching practices