O diretor de turma e o seu papel na supervisão pedagógica: contributos para uma escola de sucesso
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2016-11-10
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Pretendemos com este trabalho refletir sobre o papel do Diretor de Turma enquanto supervisor pedagógico de todo o processo educativo, avaliando o seu contributo para o sucesso educativo dos alunos e da Escola.
Conscientes de que o papel do Diretor de Turma se reveste de uma importância fundamental em toda a organização escolar, foi nosso intuito estudá-lo sob o ponto de vista teórico e, partindo da nossa experiência, refletir sobre a forma como esta ação é desenvolvida na prática, numa Escola que se pretende toda ela reflexiva.
Aborda-se, além do seu contributo na Supervisão Pedagógica, a figura do Diretor de Turma tendo em conta o papel central que desempenha nas interações em que se desenvolve a sua ação. Assim, analisa-se a figura do Diretor de Turma na sua relação com os pares e a importância desse trabalho colaborativo no sucesso educativo dos alunos. Analisa-se, ainda, o seu trabalho enquanto líder intermédio (gestor pedagógico) da organização escolar, tendo em conta as atribuições que lhe são consagradas na lei, apresentando as principais dificuldades e constrangimentos na sua operacionalização.
Coloca-se em relevância o papel primordial de mediação do Diretor de Turma na relação com os alunos e a família para o sucesso de todo o processo de ensino e aprendizagem.
Em suma, pretendeu-se apresentar uma análise sustentada para interpretar as múltiplas funções do Diretor de Turma na interface de relações em que ele se constitui como eixo fundamental. Para tal, após a abordagem teórica do seu perfil e da multiplicidade das suas funções, partimos para uma reflexão sobre a nossa prática, enriquecida com exemplos da nossa ação, nessa mediação com os diferentes agentes envolvidos no processo educativo.
Professional Activity Report The present work aims at reflecting upon the role of the class tutor as a pedagogical supervisor of the educational process as a whole, as well as evaluating his contribution to the educational success of both the pupils and the School. Since we are well aware of the extreme importance of the role a class tutor plays in the school organization, it was our objective to study its impact, from a theoretical point of view as well as from our experience, reflect on the way this action is carried out in practice, in a School which intends to be reflexive. Apart from the class tutor’s contribution to the Pedagogical Supervision, we also approach the class tutor’s performance having in mind the central role he plays in the interactions in which he develops his action. Therefore, we analyze the figure of the class tutor in his relation with his peers and the importance of that collaborative work in the success of pupils. The class tutor as an intermediate leader in the school organization is also analyzed, taking into account the legal attributions and presenting the major difficulties and constraints related to the class tutor’s task operationalization. The class tutor’s important role as a mediator in the relation with pupils and family is highlighted as it is reflected on the success of the learning process as a whole. To sum up, we intended to present an analysis based on sustained arguments to interpret the multifunctional role played by the class tutor in a web relationships in which he is a key figure. For this purpose, after approaching both the class tutor’s profile and the multiplicity of his functions, we started a reflexion on our practice, providing examples of our action in that mediation with the different actors involved in the learning process.
Professional Activity Report The present work aims at reflecting upon the role of the class tutor as a pedagogical supervisor of the educational process as a whole, as well as evaluating his contribution to the educational success of both the pupils and the School. Since we are well aware of the extreme importance of the role a class tutor plays in the school organization, it was our objective to study its impact, from a theoretical point of view as well as from our experience, reflect on the way this action is carried out in practice, in a School which intends to be reflexive. Apart from the class tutor’s contribution to the Pedagogical Supervision, we also approach the class tutor’s performance having in mind the central role he plays in the interactions in which he develops his action. Therefore, we analyze the figure of the class tutor in his relation with his peers and the importance of that collaborative work in the success of pupils. The class tutor as an intermediate leader in the school organization is also analyzed, taking into account the legal attributions and presenting the major difficulties and constraints related to the class tutor’s task operationalization. The class tutor’s important role as a mediator in the relation with pupils and family is highlighted as it is reflected on the success of the learning process as a whole. To sum up, we intended to present an analysis based on sustained arguments to interpret the multifunctional role played by the class tutor in a web relationships in which he is a key figure. For this purpose, after approaching both the class tutor’s profile and the multiplicity of his functions, we started a reflexion on our practice, providing examples of our action in that mediation with the different actors involved in the learning process.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Supervisão Pedagógica
Palavras-chave
Diretores de turma , Ensino , Aprendizagem , Trabalho colaborativo , Escola reflexiva , Processo educativo