O diretor de turma: ação colaborativa numa estrutura de supervisão pedagógica intermédia
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2016
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Numa escola em constante mutação, cada vez mais marcada por uma evolução
rápida, caracterizada pela heterogeneidade, diversidade e diferenciação dos seus
intervenientes, revestem-se de especial importância a liderança, a supervisão
pedagógica, o trabalho colaborativo e reflexivo nos órgãos de gestão intermédios da
escola. Assim, este relatório procurará analisar a ação do Diretor de Turma na promoção
de um trabalho colaborativo no Conselho de Turma, as vantagens dessa atuação e as
dificuldades sentidas por este órgão de gestão intermédia na procura da participação e
da intervenção de todos, ao serviço da concretização dos objetivos comuns e das metas,
que são a qualidade do ensino e a formação de crianças em toda a sua plenitude. Dado o
caráter interpretativo deste estudo, procurámos socorrer-nos de uma experiência de 8
anos como titular deste cargo, selecionando para o efeito o enquadramento legislativo e
os documentos que o operacionaliza, procurando assim dar uma maior consistência e
rigor a toda a narrativa reflexiva. De forma a analisar o volume de documentos
utilizados, procedemos à sua revisão, tratando em primeiro lugar os conceitos de
supervisão e liderança, para depois nos cingirmos às funções do Diretor de Turma como
gestor e líder do processo de ensino/aprendizagem em contexto escolar. Da nossa
experiência, concluímos que a ação do Diretor de Turma não se deve limitar ao
cumprimento das tarefas legalmente definidas na legislação, mas também desenvolver
competências ao nível da comunicação e das relações interpessoais, do espírito
empreendedor e da capacidade de motivação. Na verdade, só desta forma, o Diretor de
Turma poderá exercer verdadeiras funções de liderança e supervisão, atuando como um
agente de mudança, capaz de impelir todos aqueles que consigo trabalham no sentido de
implementar uma cultura de escola, que a constitua como uma organização com
identidade própria, na qual todos se envolvem, e com capacidade para responder
adequadamente aos desafios permanentemente colocados pela sociedade.
In a constantly changing school, increasingly marked by a rapid evolution, characterized by heterogeneity, diversity and differentiation of their intervenients, it is of particular importance, the leadership, the pedagogical supervision, collaborative and reflective work in intermediate school management structures. Thus, this report will seek to analyze the action of Class Director in promoting a collaborative work in the Council, the advantages of this performance and the difficulties experienced by this intermediate management structure in seeking the participation and the involvement of everyone, to the achievement of common goals and targets, which are the quality of the education and training of children in all its fullness. Given the interpretive nature of this study we intend to use the help from an experience of eight years as holder of this position, selecting the legislative framework and its inner documents so that a greater consistency and accuracy is given. In order to analyze the volume of documents used, we proceed to their revision, first taking into account the concept of supervision and leadership so that we focus on the role of the Class Director as a manager and leader of the teaching / learning process in the school context. From our experience, we concluded that the role of the Class Director should not only be limited to the fulfillment of the legal tasks defined by the law but also to develop competences on the communication level and interpersonal relationships, as well as the entrepreneurial spirit and motivational ability because only this way, the Class can exercise real leadership and supervision functions, acting as an agent of change, able to propel those who can work, in order to implement a culture of school which will make it an organization with its own identity, in which all are involved and able to respond appropriately to the challenges permanently placed by society.
In a constantly changing school, increasingly marked by a rapid evolution, characterized by heterogeneity, diversity and differentiation of their intervenients, it is of particular importance, the leadership, the pedagogical supervision, collaborative and reflective work in intermediate school management structures. Thus, this report will seek to analyze the action of Class Director in promoting a collaborative work in the Council, the advantages of this performance and the difficulties experienced by this intermediate management structure in seeking the participation and the involvement of everyone, to the achievement of common goals and targets, which are the quality of the education and training of children in all its fullness. Given the interpretive nature of this study we intend to use the help from an experience of eight years as holder of this position, selecting the legislative framework and its inner documents so that a greater consistency and accuracy is given. In order to analyze the volume of documents used, we proceed to their revision, first taking into account the concept of supervision and leadership so that we focus on the role of the Class Director as a manager and leader of the teaching / learning process in the school context. From our experience, we concluded that the role of the Class Director should not only be limited to the fulfillment of the legal tasks defined by the law but also to develop competences on the communication level and interpersonal relationships, as well as the entrepreneurial spirit and motivational ability because only this way, the Class can exercise real leadership and supervision functions, acting as an agent of change, able to propel those who can work, in order to implement a culture of school which will make it an organization with its own identity, in which all are involved and able to respond appropriately to the challenges permanently placed by society.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Supervisão Pedagógica
Palavras-chave
Diretores de turma , Liderança , Supervisão , Escola reflexiva , Trabalho colaborativo , Professor reflexivo