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Trabalho colaborativo entre professores do 2.º Ciclo do Ensino Básico: contribuições para o desenvolvimento curricular
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Advisor(s)
Abstract(s)
O trabalho colaborativo entre docentes tem vindo a assumir um papel crescente na promoção do desenvolvimento curricular e na melhoria das práticas pedagógicas. Com o objetivo de aprofundar o conhecimento sobre o impacto da colaboração entre docentes do 2.º Ciclo do Ensino Básico (2.º CEB) nesse processo, esta investigação procurou analisar de que forma o trabalho colaborativo docente contribui para a construção de práticas pedagógicas mais articuladas e eficazes. Para tal, foram definidos os seguintes objetivos: (i) averiguar as perspetivas dos docentes sobre o conceito de colaboração; (ii) caracterizar as potencialidades do trabalho colaborativo enquanto estratégia para o desenvolvimento
curricular; (iii) identificar os principais desafios associados à sua implementação; (iv)
descrever estratégias colaborativas adotadas pelos docentes; e (v) propor ações que
promovam níveis mais elevados de colaboração no 2.º CEB.
Metodologicamente, trata-se de um estudo de caso único, de natureza mista, realizado
numa instituição de ensino privada, de matriz católica, pertencente à Companhia de Jesus.
Participaram no estudo 22 docentes do 2.º CEB, de diferentes áreas disciplinares. A recolha
de dados incluiu técnicas de natureza quantitativa (questionário) e qualitativa (entrevistas
semiestruturadas e análise documental). A análise dos dados foi conduzida através de
técnicas de estatística descritiva e análise de conteúdo.
Os resultados revelaram que os docentes reconhecem o trabalho colaborativo como
essencial para o seu desenvolvimento profissional e para o enriquecimento das práticas
pedagógicas. No entanto, foram identificadas limitações ao nível da eficácia das estratégias
colaborativas atualmente implementadas, sobretudo no que respeita ao seu impacto
direto no desenvolvimento curricular.
Concluiu-se que o trabalho colaborativo entre docentes constitui uma mais-valia na
construção de um currículo mais coeso, articulado e contextualizado. Este estudo permitiu,
ainda, identificar obstáculos à colaboração docente e sugerir propostas de melhoria com
vista à consolidação de culturas profissionais colaborativas e à promoção da qualidade
educativa.
Collaborative work among teachers has been playing an increasingly significant role in promoting curriculum development and improving pedagogical practices. Aiming to deepen the understanding of the impact of collaboration among teachers in Lower Secondary Education (2.º Ciclo do Ensino Básico), this study sought to analyse how teacher collaboration contributes to the construction of more articulated and effective pedagogical practices. To this end, the following objectives were defined: (i) to examine teachers' perspectives on the concept of collaboration; (ii) to characterise the potential of collaborative work as a strategy for curriculum development; (iii) to identify the main challenges associated with its implementation; (iv) to describe collaborative strategies adopted by teachers; and (v) to propose actions that promote higher levels of collaboration in Lower Secondary Education. Methodologically, this is a single case study, with a mixed-methods design, conducted in a private Catholic educational institution belonging to the Society of Jesus. The study involved 22 Lower Secondary teachers from various subject areas. Data collection included quantitative techniques (questionnaire) and qualitative methods (semi-structured interviews and document analysis). The data were analysed using descriptive statistics and content analysis. The results revealed that teachers consider collaborative work essential to their professional development and to the enhancement of pedagogical practices. However, limitations were identified regarding the effectiveness of the collaborative strategies currently implemented, particularly in their direct impact on curriculum development. It was concluded that collaborative work among teachers constitutes an added value in building a more coherent, articulated and contextualised curriculum. This study also identified key obstacles to teacher collaboration and suggested improvement proposals aimed at consolidating professional collaborative cultures and enhancing educational quality.
Collaborative work among teachers has been playing an increasingly significant role in promoting curriculum development and improving pedagogical practices. Aiming to deepen the understanding of the impact of collaboration among teachers in Lower Secondary Education (2.º Ciclo do Ensino Básico), this study sought to analyse how teacher collaboration contributes to the construction of more articulated and effective pedagogical practices. To this end, the following objectives were defined: (i) to examine teachers' perspectives on the concept of collaboration; (ii) to characterise the potential of collaborative work as a strategy for curriculum development; (iii) to identify the main challenges associated with its implementation; (iv) to describe collaborative strategies adopted by teachers; and (v) to propose actions that promote higher levels of collaboration in Lower Secondary Education. Methodologically, this is a single case study, with a mixed-methods design, conducted in a private Catholic educational institution belonging to the Society of Jesus. The study involved 22 Lower Secondary teachers from various subject areas. Data collection included quantitative techniques (questionnaire) and qualitative methods (semi-structured interviews and document analysis). The data were analysed using descriptive statistics and content analysis. The results revealed that teachers consider collaborative work essential to their professional development and to the enhancement of pedagogical practices. However, limitations were identified regarding the effectiveness of the collaborative strategies currently implemented, particularly in their direct impact on curriculum development. It was concluded that collaborative work among teachers constitutes an added value in building a more coherent, articulated and contextualised curriculum. This study also identified key obstacles to teacher collaboration and suggested improvement proposals aimed at consolidating professional collaborative cultures and enhancing educational quality.
Description
Dissertação de Mestrado em Supervisão Pedagógica, apresentada à Universidade Aberta.
Keywords
Trabalho colaborativo Docentes Desenvolvimento curricular Ensino-aprendizagem Estratégia pedagógica 2.º ciclo Ensino básico Teacher collaboration Curriculum development Teaching and learning Pedagogical strategies 2nd Cycle of Basic Education