O papel do coordenador de departamento curricular na escolha de manuais de português de 5º ano
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2018-02-16
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A presente dissertação de mestrado centra-se na compreensão do papel do coordenador de
departamento curricular na escolha de manuais escolares de português de 5º ano de
escolaridade e como essa prática da supervisão realizada pelo coordenador promove o sucesso
escolar. Pretendemos analisar e retirar conclusões justificativas acerca da questão da avaliação
de manuais escolares de português de 5.º ano. O enquadramento teórico teve por base uma vasta bibliografia, embora se tenha tornado
escassa, dado existirem poucos recursos que incidam sobre esta problemática. Foram
investigados e abordados temas sobre o ponto de vista da importância do manual escolar, o
papel do coordenador de departamento curricular, dos professores e da escola tendo em conta o
manual escolar de português de 5.º ano. Foi também desenvolvido o tema referente ao mercado
do manual escolar, o tema do manual digital e as críticas já existentes sobre esse facto, assim
como consultada e analisada toda a legislação de acreditação de manuais escolares, aos quais
foi dado especial destaque. Pretendemos conhecer funções, competências e estratégias utilizadas, bem como eventuais
condicionantes enfrentadas pelo coordenador de departamento curricular nas suas funções e
desta em concreto. Assim, destacámos, no Estatuto da Carreira Docente, no artigo 10 º, os
deveres dos professores colaborarem com todos os intervenientes no processo educativo e
refletirem sobre a sua prática. Verificámos que o coordenador tem, por conseguinte, um papel
fundamental enquanto gestor e líder de uma estrutura de gestão intermédia, na promoção da
reflexão e colaboração, contribuindo para a melhoria do processo de ensino-aprendizagem e da
própria escola. Organizámos o trabalho em quatro partes, a primeira sustentada pelo enquadramento
teórico, a segunda pelo enquadramento normativo dos manuais escolares, a terceira pelo
estudo empírico e a quarta pelas considerações finais. Na primeira parte, no primeiro capítulo
construimos a nossa perspetiva histórica da estrutura pedagógica da gestão intermédia e
terminámos o capítulo com o novo modelo de gestão das escolas, para se poder entender o
atual papel do coordenador de departamento curricular. No segundo capítulo, abordámos os
principais normativos legais relacionados com as estruturas de coordenação; funções e
competências do coordenador de departamento curricular e a importância da reflexão e
colaboração do trabalho desenvolvido. Tratando-se de uma dissertação em supervisão
pedagógica, consideramos que deveriamos abordar o conceito de supervisão e liderança das
estruturas intermédias com a intenção de aprofundar o tema baseado na revisão da literatura em relação às teorias de liderança existentes. No terceiro capítulo, quisemos verificar qual é o papel do coordenador de departamento curricular na escolha de manuais escolares de português
de 5.º ano, antes de iniciar o estudo de caso. Para tal, subdividimos o capítulo em dois
subcapítulos: “Papel do coordenador à luz da legislação em vigor”, para ver o que existe nos
normativos acerca da função que pretendiamos estudar; “Trabalho colaborativo segundo
orientação do coordenador”, para verificar se o coordenador é um orientador com funções
supervisivas ou pelo contário, se ele é um orientador colaborante no trabalho que orienta. No
quarto e último capítulo da primeira parte, quisemos fazer a revisão da literatura existente, no
que concerne aos manuais escolares, orientando o nosso estudo para a resposta à questão do
manual ser uma ferramenta útil, tal como se tem utlizado, ou por lado o caminho dos manuais
escolares é o manual digital. Optámos, na segunda parte, por aprofundar o enquadramento normativo dos manuais
escolares. Verificámos, também, que o conhecimento e a compreensão sobre as perspetivas dos
professores de Língua Portuguesa relativamente ao manual escolar, enquanto ferramenta de
apoio pedagógico-didáctica ao serviço das atividades educativas, é uma realidade no seio da
escola. Na terceira parte, referente ao Estudo Empírico, optámos por uma metodologia de
investigação qualitativa, tendo como parte prática o estudo de caso. Utilizámos como
instrumentos de recolha de dados, a entrevista semiestruturada e a análise documental,
posteriormente submetidas à análise de conteúdo. Foram realizadas entrevistas ao coordenador
do departamento de línguas, bem como a dois professores pertencentes a esse departamento,
num total de três, numa escola da área do distrito de Bragança. A análise dos dados obtidos a
partir das três entrevistas aplicadas permitiram retirar algumas conclusões acerca das
conceções dos professores sobre o(s) modo(s) de utilização do manual escolar nas suas práticas
de ensino, bem como sobre as razões que presidem a essa(s) forma(s) de apropriação, assim
como o modo como são analisados, selecionados e adotados os manuais escolares.
No que concerne à quarta e última parte, deste trabalho de investigação, referente às
Conclusões Finais, concluímos que, o coordenador conhece muitas das funções promotoras da
reflexão e colaboração, apresenta competências fundamentais baseadas na criação de
relacionamentos saudáveis, as quais permitem um estilo de intervenção assertiva, e, apesar de
algumas condicionantes, emprega algumas das estratégias que valorizam a reflexão e
colaboração, contribuindo para o desenvolvimento profissional dos professores e respetivo
progresso educativo no seio escolar. Foram explanados os contributos, limitações do estudo e
recomendações para futuras investigações.
This dissertation focuses on the understanding of the role of the coordinator of curricular department in the choice of Portuguese textbooks of 5th year of schooling and how this practice of supervision carried out by the coordinator promotes school success. We intend to analyze and draw justifying conclusions about the evaluation of 5th year Portuguese textbooks. For that, we analyzed four Portuguese manuals referring to the 5th year of schooling, coming from four different publishers. In order to verify what were the criteria adopted by the adoption team of the Portuguese 5th Class manual, the interviews were made to the two teachers responsible for the adoption, and the data collected with the Grids filled in when entering data on the platform of the Ministry of Education.The theoretical framework was based on a large bibliography, although it has become scarce, given that there are few resources that address this problem. Subjects were investigated and approached from the point of view of the importance of the school manual, the role of the coordinator of curricular department, teachers and school taking into account the Portuguese textbook of 5th Class. The topic of the school manual, the topic of the digital manual and the critiques already existent on this fact, was also developed, as well as consulted and analyzed all the legislation of accreditation of school textbooks, to which it was emphasized. We intend to know the functions, competencies and strategies used, as well as eventual constraints faced by the coordinator of the curricular department in its functions and this in particular. Thus, in the Teaching Career Statute, we emphasized the duties of teachers to collaborate with all those involved in the educational process and reflect on their practice. We have verified that the coordinator has therefore a fundamental role as manager and leader of an intermediate management structure, in the promotion of reflection and collaboration, contributing to the improvement of the teaching-learning process and the school itself. We have chosen, in the second part, to deepen the normative framework of school textbooks. We also verified that the knowledge and understanding of the Portuguese Language teachers' perspectives on the school manual as a pedagogical-didactic support tool at the service of educational activities is a reality within the school. In the third part, referring to the Empirical Study, we opted for a qualitative research methodology, having as a practical part the case study. We used We organized the work in four parts, the first supported by the theoretical framework, the second by the normative framework of the textbooks, the third by the empirical study and the fourth by the final considerations.In the first part, in the first chapter we build our historical perspective on the pedagogical structure of intermediate management and we finished the chapter with the new school management model, in order to understand the current role of the curricular department coordinator. In the second chapter, we discussed the main legal regulations related to coordination structures; Functions and competencies of the curricular department coordinator and the importance of reflection and collaboration of the work developed. As a dissertation in pedagogical supervision, we consider that we should approach the concept of supervision and leadership of the intermediate structures with the intention to deepen the theme based on the literature review in relation to the existing theories of leadership. In the third chapter, we wanted to verify the role of the curricular department coordinator in the choice of 5th grade Portuguese textbooks. To do this, we subdivide the chapter into two sub-chapters: "Role of the coordinator in light of the legislation in force", to see what exists in the norms about the function that we wanted to study; "Collaborative work according to the coordinator's orientation", to verify if the coordinator is a supervisor with supervisory functions or by the other, if he is a guiding collaborator in the work that guides. In the fourth and last chapter of the first part, we wanted to review the existing literature on school textbooks, directing our study to the answer to the question of the manual as a useful tool, as Path of the textbooks is the digital manual.as data collection instruments, the semi-structured interview and the documentary analysis, later submitted to content analysis. Interviews were conducted with the coordinator of the language department, as well as two teachers belonging to this department, in a total of three, in a school in the district area of Bragança. The analysis of the data obtained from the three interviews allowed to draw some conclusions about the teachers' conceptions about the mode (s) of use of the school manual in their teaching practices, as well as the reasons for this form (s) of appropriation, as well as how school textbooks are analyzed, selected and adopted. As regards the fourth and last part of this research, referring to the Final Conclusions, we conclude that the coordinator knows many of the functions that promote reflection and collaboration, presents fundamental competences based on the creation of healthy relationships, which allow a style of Assertive intervention, and, despite some constraints, employs some of the strategies that value reflection and collaboration, contributing to the professional development of teachers and their respective educational progress within the school. The contributions, limitations of the study and recommendations for future investigations were explained.
This dissertation focuses on the understanding of the role of the coordinator of curricular department in the choice of Portuguese textbooks of 5th year of schooling and how this practice of supervision carried out by the coordinator promotes school success. We intend to analyze and draw justifying conclusions about the evaluation of 5th year Portuguese textbooks. For that, we analyzed four Portuguese manuals referring to the 5th year of schooling, coming from four different publishers. In order to verify what were the criteria adopted by the adoption team of the Portuguese 5th Class manual, the interviews were made to the two teachers responsible for the adoption, and the data collected with the Grids filled in when entering data on the platform of the Ministry of Education.The theoretical framework was based on a large bibliography, although it has become scarce, given that there are few resources that address this problem. Subjects were investigated and approached from the point of view of the importance of the school manual, the role of the coordinator of curricular department, teachers and school taking into account the Portuguese textbook of 5th Class. The topic of the school manual, the topic of the digital manual and the critiques already existent on this fact, was also developed, as well as consulted and analyzed all the legislation of accreditation of school textbooks, to which it was emphasized. We intend to know the functions, competencies and strategies used, as well as eventual constraints faced by the coordinator of the curricular department in its functions and this in particular. Thus, in the Teaching Career Statute, we emphasized the duties of teachers to collaborate with all those involved in the educational process and reflect on their practice. We have verified that the coordinator has therefore a fundamental role as manager and leader of an intermediate management structure, in the promotion of reflection and collaboration, contributing to the improvement of the teaching-learning process and the school itself. We have chosen, in the second part, to deepen the normative framework of school textbooks. We also verified that the knowledge and understanding of the Portuguese Language teachers' perspectives on the school manual as a pedagogical-didactic support tool at the service of educational activities is a reality within the school. In the third part, referring to the Empirical Study, we opted for a qualitative research methodology, having as a practical part the case study. We used We organized the work in four parts, the first supported by the theoretical framework, the second by the normative framework of the textbooks, the third by the empirical study and the fourth by the final considerations.In the first part, in the first chapter we build our historical perspective on the pedagogical structure of intermediate management and we finished the chapter with the new school management model, in order to understand the current role of the curricular department coordinator. In the second chapter, we discussed the main legal regulations related to coordination structures; Functions and competencies of the curricular department coordinator and the importance of reflection and collaboration of the work developed. As a dissertation in pedagogical supervision, we consider that we should approach the concept of supervision and leadership of the intermediate structures with the intention to deepen the theme based on the literature review in relation to the existing theories of leadership. In the third chapter, we wanted to verify the role of the curricular department coordinator in the choice of 5th grade Portuguese textbooks. To do this, we subdivide the chapter into two sub-chapters: "Role of the coordinator in light of the legislation in force", to see what exists in the norms about the function that we wanted to study; "Collaborative work according to the coordinator's orientation", to verify if the coordinator is a supervisor with supervisory functions or by the other, if he is a guiding collaborator in the work that guides. In the fourth and last chapter of the first part, we wanted to review the existing literature on school textbooks, directing our study to the answer to the question of the manual as a useful tool, as Path of the textbooks is the digital manual.as data collection instruments, the semi-structured interview and the documentary analysis, later submitted to content analysis. Interviews were conducted with the coordinator of the language department, as well as two teachers belonging to this department, in a total of three, in a school in the district area of Bragança. The analysis of the data obtained from the three interviews allowed to draw some conclusions about the teachers' conceptions about the mode (s) of use of the school manual in their teaching practices, as well as the reasons for this form (s) of appropriation, as well as how school textbooks are analyzed, selected and adopted. As regards the fourth and last part of this research, referring to the Final Conclusions, we conclude that the coordinator knows many of the functions that promote reflection and collaboration, presents fundamental competences based on the creation of healthy relationships, which allow a style of Assertive intervention, and, despite some constraints, employs some of the strategies that value reflection and collaboration, contributing to the professional development of teachers and their respective educational progress within the school. The contributions, limitations of the study and recommendations for future investigations were explained.
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Palavras-chave
coordenador de departamento , funções do coordenador de departamento , adoção de manuais de português , 5.º ano