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Publication
A pluridocência no 1º ciclo de ensino básico : utopia ou estratégia de liderança pedagógica distribuída?
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Advisor(s)
Abstract(s)
A presente investigação explora novas dinâmicas colaborativas entre os atores educativos, propõe um modelo inovador na organização do trabalho escolar no 1.º Ciclo do Ensino Básico e desoculta formas alternativas dos intervenientes assumirem os seus papéis no espaço educativo, abrindo portas a uma transição possível entre o que é e o que pode ser na esfera da gramática escolar. Com base na aplicação do regime de equipas educativas neste nível de ensino, procuramos aferir os efeitos desta (re)organização no sucesso escolar dos alunos, na qualidade do ensino, na consolidação de práticas profissionais colaborativas e reflexivas, na participação dos encarregados de educação na vida escolar e na suavização da transição dos alunos entre ciclos de ensino.
Os pressupostos teóricos aprofundam questões relacionadas com as culturas de colaboração e seus benefícios para o desenvolvimento pessoal e profissional dos docentes e para a melhoria da qualidade do ensino e das aprendizagens dos alunos. Analisam-se aspetos concetuais relacionados com diferentes modelos de organização do processo de ensino e com o papel das lideranças nos processos de mudança, interligando-os com a evolução das políticas educativas no nosso país. A investigação reveste-se de natureza qualitativa, numa metodologia de investigação-ação participativa, sendo a recolha de dados efetuada através do questionário, da entrevista semiestruturada, da observação e da análise documental, cujo tratamento se sustenta na análise estatística e de conteúdo.
Na investigação participam 68 alunos, uma equipa de 9 docentes e 68 encarregados de educação, cujos contributos são inestimáveis para o estudo e para a constatação de uma evolução favorável dos resultados escolares e do desenvolvimento integral dos alunos, um elevado nível de coesão, colaboração e liderança partilhada nas docentes, um aumento considerável da participação dos encarregados de educação na vida escolar e uma melhoria significativa na preparação dos discentes para a transição de ciclo de ensino.
The research we present explores new collaborative dynamics between educational actors, suggests a new model for the organizational grammar of the 1st Cycle of Basic Education and reveals alternative ways for the assumption of every participant´s educational role, opening doors to a possible transition between what is and what can be in the Educational sphere. The challenge launched enforces the organization of the teaching process by educational teams at this level of education. We intend to assess the effects of this reorganization of school on student’s outcomes, on teaching collaborative and reflexive practices, in the participation of parents in the school life of their children and in smoothing the transition of students between educational cycles. The theoretical context aimed to study in depth the collaboration cultures and its benefits to teacher’s personal and professional development and to teaching quality improvement as well as students learning upgrade. We analyze conceptual aspects related to dissimilar organizational models of the teaching process and leadership’s roles in changing processes, relating them to the progress of educational policies in our country. In this qualitative study, the empirical work was developed through a participatory action-research methodology and the research strategies were the enquiry, the semi-structured interview, the direct observation and the documental analysis. The data handling was done through statistical and content analysis combined. The research involved 68 students, a team of 9 teachers and 68 parents, which priceless contribute to the study, provided the observation of a positive evolution in student’s outcomes and global development, a high level of teacher´s cohesion, collaboration and shared leadership, a considerable increase in parents participation in school life and a significant improvement in student´s preparedness for educational cycle transition.
The research we present explores new collaborative dynamics between educational actors, suggests a new model for the organizational grammar of the 1st Cycle of Basic Education and reveals alternative ways for the assumption of every participant´s educational role, opening doors to a possible transition between what is and what can be in the Educational sphere. The challenge launched enforces the organization of the teaching process by educational teams at this level of education. We intend to assess the effects of this reorganization of school on student’s outcomes, on teaching collaborative and reflexive practices, in the participation of parents in the school life of their children and in smoothing the transition of students between educational cycles. The theoretical context aimed to study in depth the collaboration cultures and its benefits to teacher’s personal and professional development and to teaching quality improvement as well as students learning upgrade. We analyze conceptual aspects related to dissimilar organizational models of the teaching process and leadership’s roles in changing processes, relating them to the progress of educational policies in our country. In this qualitative study, the empirical work was developed through a participatory action-research methodology and the research strategies were the enquiry, the semi-structured interview, the direct observation and the documental analysis. The data handling was done through statistical and content analysis combined. The research involved 68 students, a team of 9 teachers and 68 parents, which priceless contribute to the study, provided the observation of a positive evolution in student’s outcomes and global development, a high level of teacher´s cohesion, collaboration and shared leadership, a considerable increase in parents participation in school life and a significant improvement in student´s preparedness for educational cycle transition.
Description
Keywords
Equipas educativas Liderança Sucesso escolar Trabalho colaborativo Ensino básico 1º ciclo Docentes Alunos Inovação Mudança Change/innovation Educational teams Collaboration Educational success Educational leadership
Pedagogical Context
Citation
Pinho, Soraia Alexandra Caracol de - A pluridocência no 1º ciclo de ensino básico [Em linha]: utopia ou estratégia de liderança pedagógica distribuída? [S.l.]: [s.n.], 2018. 2 vols.