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O papel supervisivo do diretor de curso no ensino profissional
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| 2.33 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo de investigação tem por base o universo dos cursos profissionais em Portugal, que constitui uma oferta formativa de conclusão do ensino secundário.
A especificidade curricular dos cursos profissionais e a sua importância enquanto percurso de ensino secundário com dupla certificação, deu origem a um cargo de gestão intermédia – o cargo de Diretor de Curso. Ao cargo de Diretor de Curso, no que respeita ao currículo, é atribuída uma importância substancial, na medida em que fomenta um trabalho de articulação das aprendizagens nas diferentes componentes de formação, disciplinas e Unidades de Formação de Curta Duração. Cabe-lhe, igualmente, uma função supervisiva que decorre da ação interativa que promove entre os diferentes intervenientes no ensino profissional. Por isso esta investigação convoca a supervisão pedagógica como conceito estruturante.
Esta investigação pretende contribuir para a análise dos mecanismos de atuação do Diretor de Curso, distinguindo as suas diversas funções, como contributo fundamental para melhorar o sistema de ensino e aprendizagem em estreita colaboração com o sucesso educativo dos alunos. Neste sentido, a investigação levada a cabo tem por objetivo dar resposta a uma questão central: “Qual o contributo da supervisão pedagógica praticada pelo Diretor de Curso para o sucesso dos alunos nos cursos profissionais?”
A investigação operacionaliza-se sob a forma de estudo de caso e decorreu num curso profissional na área da saúde oferecido por uma escola situada na zona centro do país. Os eixos estruturantes do trabalho centraram-se na ação do Diretor de Curso tal como são percebidos pelos intervenientes chave na oferta do curso. O planeamento do currículo, a avaliação das aprendizagens, a organização das atividades a desenvolver no âmbito da componente de formação tecnológica, na organização da Formação em Contexto de Trabalho e na organização da Prova de Aptidão Profissional constituíram os focos privilegiados desta análise.
Os resultados evidenciam que a supervisão pedagógica praticada pelo Diretor de Curso nos cursos profissionais contribui significativamente para o sucesso do curso em diversas vertentes: no acompanhamento próximo dos alunos durante a FCT e na elaboração da PAP; na colaboração ativa com a equipa docente e outros intervenientes, alinhada com os objetivos educacionais e profissionais dos alunos; na articulação eficiente entre os vários elementos formais do processo educativo, garantindo a coerência e relevância do conteúdo oferecido.
Pode concluir-se que a supervisão pedagógica exercida pelo Diretor de Curso é um fator determinante na qualidade dos cursos profissionais, permitindo que os alunos façam este percurso educativo, fornecendo-lhes o suporte necessário para enfrentar os desafios da formação e ingressar no mercado de trabalho com confiança.
This research study is based on the universe of vocational courses in Portugal, which is a training programme for completing secondary education. The specific curricular nature of vocational courses and their importance as a dualcertified secondary education programme have originated in a middle management position - the position of Course Director. With regard to the curriculum, the position of Course Director is given substantial importance in that it fosters work to articulate learning in the different training components, subjects, and Short-Term Training Units. It also has a supervisory role that stems from the interactive action it promotes between the different players in vocational education. That's why this research uses pedagogical supervision as a structuring concept. This research aims to contribute to analysing the mechanisms of action of the Course Director, distinguishing their various functions, as a fundamental contribution to improving the teaching and learning system in close collaboration with the educational success of students. In this sense, the research carried out aims to answer a central question: ‘What is the contribution of the pedagogical supervision practiced by the Course Director to the success of students on vocational courses?’ The research was carried out in the form of a case study and took place in a vocational course in the field of thermal therapy offered by a private urban school in the centre of the country. The structuring axes of the work centred on the actions of the Course Director as perceived by the key players in the provision of the course. The planning of the curriculum, the assessment of learning, the organisation of the activities to be developed within the technological training component, the organisation of Work-Based Training (WBT), and the organisation of the Professional Aptitude Test (PAT) were the main focuses of this analysis. The results show that the pedagogical supervision practiced by the Course Director in vocational courses contributes significantly to the success of the course in several ways: in the close monitoring of students during the WBT and in the preparation of the PAT; in the active collaboration with the teaching team and other stakeholders, aligned with the students' educational and professional objectives; in the efficient articulation between the various formal elements of the educational process, guaranteeing the coherence and relevance of the content offered. It can be concluded that the pedagogical supervision exercised by the Course Director is a determining factor in the quality of vocational courses, enabling students to take this educational path, and providing them with the necessary support to face the challenges of training and enter the labour market with confidence.
This research study is based on the universe of vocational courses in Portugal, which is a training programme for completing secondary education. The specific curricular nature of vocational courses and their importance as a dualcertified secondary education programme have originated in a middle management position - the position of Course Director. With regard to the curriculum, the position of Course Director is given substantial importance in that it fosters work to articulate learning in the different training components, subjects, and Short-Term Training Units. It also has a supervisory role that stems from the interactive action it promotes between the different players in vocational education. That's why this research uses pedagogical supervision as a structuring concept. This research aims to contribute to analysing the mechanisms of action of the Course Director, distinguishing their various functions, as a fundamental contribution to improving the teaching and learning system in close collaboration with the educational success of students. In this sense, the research carried out aims to answer a central question: ‘What is the contribution of the pedagogical supervision practiced by the Course Director to the success of students on vocational courses?’ The research was carried out in the form of a case study and took place in a vocational course in the field of thermal therapy offered by a private urban school in the centre of the country. The structuring axes of the work centred on the actions of the Course Director as perceived by the key players in the provision of the course. The planning of the curriculum, the assessment of learning, the organisation of the activities to be developed within the technological training component, the organisation of Work-Based Training (WBT), and the organisation of the Professional Aptitude Test (PAT) were the main focuses of this analysis. The results show that the pedagogical supervision practiced by the Course Director in vocational courses contributes significantly to the success of the course in several ways: in the close monitoring of students during the WBT and in the preparation of the PAT; in the active collaboration with the teaching team and other stakeholders, aligned with the students' educational and professional objectives; in the efficient articulation between the various formal elements of the educational process, guaranteeing the coherence and relevance of the content offered. It can be concluded that the pedagogical supervision exercised by the Course Director is a determining factor in the quality of vocational courses, enabling students to take this educational path, and providing them with the necessary support to face the challenges of training and enter the labour market with confidence.
Description
Keywords
Cursos profissionais Diretor de curso Supervisão pedagógica Práticas organizacionais Práticas pedagógicas Vocational courses Course director Pedagogical supervision Organisational practices Pedagogical practices
Pedagogical Context
Citation
Oliveira, Ana Cecília Inácio Sá Morais de - O papel supervisivo do diretor de curso no ensino profissional [Em linha]. [S.l.]: [s.n.], 2024. 155 p.