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Publication
O director de turma como actor socioeducativo: as necessidades de acompanhamento escolar dos alunos
| Name: | Description: | Size: | Format: | |
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| 7.26 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Os conceitos de prática do Director de Turma como actor socioeducativo e o de
necessidades de acompanhamento escolar dos alunos foram construídos a partir de um
quadro conceptual mullirreferencial que inclui a problemática sujeito/actor e a condição
pós-moderna da educação. Trala-se de uma abordagem humanista do Director de
Turma.
A pergunta de partida relaciona os dois conceitos referidos: Será que a prática
do Director de Turma, como actor socioeducativo. influencia a satisfação das
necessidades de acompanhamento escolar dos alunos?
No processo de validação do modelo de análise, os Directores de Turma
inquiridos consideraram a relação com os alunos como a vertente mais importante da
sua actuação.
Delineámos, então, o plano de investigação, tomando cm conta o contributo dos
processos de observação e análise, ao nível da interacção Director de Turma - Alunos,
na melhoria da qualidade da relação educativa. Em função da natureza do objecto,
optámos por um estudo multicasos, realizado em duas Escolas Secundárias, com recurso
ao inquérito e análise documental.
Nessas escolas, os Directores de Turma parecem não limitar-se à consecução do
trabalho burocrático mas, conslituir-se como actores socioeducativos. Existem indícios
que apontam para a inlluência da prática dos Directores de Turma na satisfação das
necessidades de acompanhamento escolar dos alunos, sobretudo nos domínios
cognitivo, afectivo c de valores, sugerindo a contribuição para o empenhamento na
relação educativa. Todavia, a complexidade do fenómeno em questão e as
características da investigação impedem-nos de fazer extrapolações, havendo abertura
para outras focalizações do objecto de estudo
The practice concepts of the class-teacher as a social educational actor and that of the students' needs for school guidance were designed from a multireferencial conceptual frame. which includes the subject/actor issue and the post-modern condition of education. It's a humanistic approach of the class-teacher. The starting question relates both concepts: wiil lhe pradicc of lhe class-teacher as a social educational actor have any influence upon the satisfaction of lhe student's needs for school guidance? Along the validation process of the model of analysis the inquired teachers/class-teachers considered their relationship with students as the most important aspect of their action. We outlined then the research plan, taking into account the contrihution of the observation and analysis processes, at the interaclion levei of class-teacher/students, to promote the quality of educational relationship. (liven lhe natnre of the study object, we decided ourselves for a multicase study. carried out in two secondary schools. applying inquiry techniques and analisys of contents. In these sehools class-teachers don't seem to limit themselves to lhe carrying out of their burocratic tasks, but take action as social educational actors.There are signs that point towards an influence of the class-teacher practices in the satisíaction of the students's needs for school guidance, specially in the cognilive and affective domains and that of values, hinting at the contribution of a commitment in the educational relationship. I lowever, the complexily of the issue and the characterisrics of the study to carry oul prevent us from extrapolating, although we remain open lo different focussing of the study object.
The practice concepts of the class-teacher as a social educational actor and that of the students' needs for school guidance were designed from a multireferencial conceptual frame. which includes the subject/actor issue and the post-modern condition of education. It's a humanistic approach of the class-teacher. The starting question relates both concepts: wiil lhe pradicc of lhe class-teacher as a social educational actor have any influence upon the satisfaction of lhe student's needs for school guidance? Along the validation process of the model of analysis the inquired teachers/class-teachers considered their relationship with students as the most important aspect of their action. We outlined then the research plan, taking into account the contrihution of the observation and analysis processes, at the interaclion levei of class-teacher/students, to promote the quality of educational relationship. (liven lhe natnre of the study object, we decided ourselves for a multicase study. carried out in two secondary schools. applying inquiry techniques and analisys of contents. In these sehools class-teachers don't seem to limit themselves to lhe carrying out of their burocratic tasks, but take action as social educational actors.There are signs that point towards an influence of the class-teacher practices in the satisíaction of the students's needs for school guidance, specially in the cognilive and affective domains and that of values, hinting at the contribution of a commitment in the educational relationship. I lowever, the complexily of the issue and the characterisrics of the study to carry oul prevent us from extrapolating, although we remain open lo different focussing of the study object.
Description
Dissertação de mest. em Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2003
Keywords
Observação e análise da relação educativa Director de Turma Actor socioeducativo Complexidade Acompanhamento escolar dos alunos Enacção