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O director de turma : um desempenho de papel labiríntico
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Advisor(s)
Abstract(s)
A construção do papel do director de turma encontra-se intrinsecamente ligada às
conturbações provocadas pelas sucessivas reformas educativas, figurando umas vezes
com maior relevo, outras com menor relevo na procura de uma coesão e de uma articulação entre os diferentes saberes curriculares e entre os diferentes actores educativos, assumindo, desta forma, funções de mediação entre alunos, professores e encarregados de educação.
O estudo que aqui apresentamos desenvolveu-se numa escola de ensino básico e procurou desencobrir as concepções que os seus directores de turma constroem sobre si
mesmo e sobre o seu desempenho nesse papel de mediação. Articulámos, para isso, a
investigação empírica, numa abordagem qualitativa, com um estudo teórico que
abrangeu essencialmente quatro dimensões, para nós, indispensáveis para a compreensão global do nosso objecto de estudo.
Assim, debruçámo-nos sobre o universo conceptual de educação, sobre a construção da
identidade docente, sobre a organização escolar e por fim sobre a construção do papel
do director de turma. Importa salientar, a este respeito, que o estudo empírico e o estudo teórico se alimentaram mutuamente desde o início, e que foi esta relação simbiótica que sustentou a realização deste trabalho.
A motivar esta tarefa de desencobrir as concepções dos directores de turma sobre si
mesmo esteve uma procura de autenticidade para com o papel que o director de turma
desempenha realmente na escola actual; dando visibilidade ao que o torna imprescindível e desfazendo alguns mal-entendidos de que ainda é alvo.
The development of the role of the tutor is intrinsically related to the disturbances caused by the successive educational reforms, having greater or lesser influence inachieving a bigger cohesion and articulation between the curricular knowledge and among the various educational actors, thus, assuming functions of mediation between students, teachers and parents. The study presented here has been developed in a junior school and has tried to unfold the conceptions tutors build about themselves and their performance in the mediation role. We have articulated an empirical investigation, in a qualitative approach, with a theoretical study that involved essentially four dimensions, which are for us crucial to the global understanding of our case study. Therefore, we have focused on the conceptional universe of education, on the construction of the teacher’s identity, on the school organization and finally on the development of the role of the tutor. It’s important to emphasize that the empirical and theoretical studies have complemented each other since the beginning and that it was this symbiotic relation that sustained this work. Motivating this task of unfolding the conceptions that tutors build about themselves was a search for authenticity towards the role the head class actually plays in today’s school, giving visibility to what makes it crucial and clearing some misunderstandings connected with it.
The development of the role of the tutor is intrinsically related to the disturbances caused by the successive educational reforms, having greater or lesser influence inachieving a bigger cohesion and articulation between the curricular knowledge and among the various educational actors, thus, assuming functions of mediation between students, teachers and parents. The study presented here has been developed in a junior school and has tried to unfold the conceptions tutors build about themselves and their performance in the mediation role. We have articulated an empirical investigation, in a qualitative approach, with a theoretical study that involved essentially four dimensions, which are for us crucial to the global understanding of our case study. Therefore, we have focused on the conceptional universe of education, on the construction of the teacher’s identity, on the school organization and finally on the development of the role of the tutor. It’s important to emphasize that the empirical and theoretical studies have complemented each other since the beginning and that it was this symbiotic relation that sustained this work. Motivating this task of unfolding the conceptions that tutors build about themselves was a search for authenticity towards the role the head class actually plays in today’s school, giving visibility to what makes it crucial and clearing some misunderstandings connected with it.
Description
Dissertação de Mestrado em Administração e Gestão Educacional apresentada à Universidade Aberta
Keywords
Educação Organização da educação Organização escolar Diretor de turma Mediação Relações escola-comunidade Papel do professor
Citation
Rua, Maria de Fátima Ferreira - O director de turma [Em linha] : um desempenho de papel labiríntico. Lisboa : [s.n.], 2008. 2 vol.