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Abstract(s)
O presente relatório tem por base três dos sete anos em que exerci o cargo de
diretora de turma em escolas da RAM. Toda a atividade que desenvolvi ao longo desses
sete anos me deixou marcas muito positivas, mas resolvi centrar-me apenas em três deles
porque o projeto então sonhado e concretizado permitiu-me confirmar que, mesmo nos
contextos mais difíceis e com alunos aparentemente condenados ao insucesso, é possível
alterar a situação e fazer a diferença pela positiva.
Através da concretização de um projeto curricular de turma que levou à construção
de uma estufa biológica, proporcionou-se a um conjunto de alunos com um historial de
insucesso repetido condições para a aprendizagem de conteúdos programáticos fora da sala
de aulas, contexto que se veio a revelar propício ao derrube dos entraves habituais à
aprendizagem em sala de aula. Simultaneamente aprenderam regras de civismo, de
cooperação, partilha e interajuda, a que até então tinham resistido. Desta forma, foi
possível alterar o currículo de retenções múltiplas e aumentar a autoconfiança deste
conjunto de alunos.
A análise, a posteriori, desta experiência serviu-me para refletir sobre a
importância do papel do diretor de turma como centro nevrálgico das relações e interesses
dos professores do conselho de turma, dos alunos e das suas famílias. Por outro lado,
aproveitei para refletir um pouco sobre os modelos de liderança e sobre os modelos
organizacionais das instituições e, de um modo particular, sobre os das escolas.
This report is centred on three of the seven years that I was class director in one of the schools of Madeira (RAM). During this time, this position / job left me with positive marks. I decided to focus only on three of these years, for I had developed a project and with it realised that even with difficult contexts and with students whom apparently are fated to fail, it is possible to turn the situation around and make a difference. Through the implementation of my curricular project of the class, it was possible to construct a biological greenhouse which allowed a group of students with repeated and unsuccessful learning processes to develop other skills beyond the classroom, breaking in this way many usual barriers that involve learning environment in classrooms. Simultaneously these students learnt the civic rules, how to cooperate , share and interhelp, which until then had been repelled. Consequently, it was possible to interrupt the multiple retentions, change mentalities and increase the self-confidence of these students. Analysing this experience, has helped me reflect on the importance of the role of class director , since it is centred on him all the relations of interests held between students, family and teachers, in other words, the class director is seen as the councillor between all parties which working together allows students success. On the other hand, with this experience, I also took the opportunity to reflect on the models of leadership and organization which institutions have, and what essentially happens within these fields at schools.
This report is centred on three of the seven years that I was class director in one of the schools of Madeira (RAM). During this time, this position / job left me with positive marks. I decided to focus only on three of these years, for I had developed a project and with it realised that even with difficult contexts and with students whom apparently are fated to fail, it is possible to turn the situation around and make a difference. Through the implementation of my curricular project of the class, it was possible to construct a biological greenhouse which allowed a group of students with repeated and unsuccessful learning processes to develop other skills beyond the classroom, breaking in this way many usual barriers that involve learning environment in classrooms. Simultaneously these students learnt the civic rules, how to cooperate , share and interhelp, which until then had been repelled. Consequently, it was possible to interrupt the multiple retentions, change mentalities and increase the self-confidence of these students. Analysing this experience, has helped me reflect on the importance of the role of class director , since it is centred on him all the relations of interests held between students, family and teachers, in other words, the class director is seen as the councillor between all parties which working together allows students success. On the other hand, with this experience, I also took the opportunity to reflect on the models of leadership and organization which institutions have, and what essentially happens within these fields at schools.
Description
Keywords
Diretor de turma Órgão de gestão intermédia Escola como organização Liderança e gestão curricular Mediação de conflitos Comunidade escolar Class director Intermediate management School as an organization Leadership and curricular management Conflict mediation School community