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Advisor(s)
Abstract(s)
Numa época pródiga de transformações sociais, o Sistema Educativo Português reflecte a sua ineficácia no elevado insucesso escolar, exigindo intervenções urgentes. Num movimento de descentralização de poderes, decretaram-se projectos reformistas, destacando-se a Reorganização Curricular. Esta pretende adaptar e diferenciar estrategicamente, o Currículo Nacional aos contextos locais através da elaboração e concretização dos projectos curriculares de escola e de turma, pressupondo a colaboração e corresponsabilização com outros agentes educativos.
Se à Escola cabe proporcionar a Educação e o desenvolvimento integral dos alunos, é no professor que se centram a dinâmica e os processos determinantes da qualidade da relação educativa. Contudo, estes actores apresentam baixos índices de motivação e bem-estar causados pelos desempenhos exigidos, complexos e indiferenciados, e observáveis no absentismo, desempenho e desejo de abandonar a profissão.
Em qualquer processo de mudança aparecem dúvidas e problemas e o comportamento
individual e motivacional determina o seu sucesso/insucesso. Assim, antevêem-se fracas expectativas dos professores no cumprimento das medidas e receia-se a influência negativa nas interacções entre os pares.
Os grandes objectivos deste estudo foram investigar o impacto da Organização e Gestão Flexível do Currículo na motivação, no bem-estar e nas relações interpessoais formais entre professores, 1° e 2° Ciclos, nas escolas de Beja. Para tal, construímos dois instrumentos de observação e análise da relação educativa, respeitando o preceito metodológico. O primeiro questionário conduziu-nos às relações de influência entre as dimensões seleccionadas e o segundo visava avaliar as variáveis em estudo.
Com esta investigação, pensamos ter contribuído para melhorar a relação educativa.
At a prodigal time of social transformations, the Portuguese Educative System reflects its inefficacy in the high rate of school failure, requiring urgent interventions. In a movement of decentralization of powers, refomiing projects have been decreed, from which one should stress the Curricular Reorganization. This Curricular Reorganization aims at adapting and at strategically differentiating the National Curriculum to local contexts through the design and fulfilment of school and class curricular projects, which supposes the corporation and coresponsibilisation of other educative agents. Even though the School it to provide the Education and full development of its pupils, the teacher is the focus of the dynamics and the processes that determine the quality of the Educative Relationship. However, these actores present low levels of motivation and wellbeing, due to the demanded performances, which are complex and which lack differentiation. These low levels of motivation may be seen in the tendency to absent, in the teachers” performance and in their desire to abandon the profession. In any process of change, doubts and problems rise and the motivacional and individual behavior detemiines its sucess/failure. Thus, one antacipates weak expectations in teachers in what the fulfilment of measures is concemed and one fears the negative influence in the interactions between peers. The main aims of this study were to research the impact of the Flexible Management and Organization of the Curriculum on the motivation, well-being and on the formal interpersonal relationships between teachers, of grades 1 to 6, in the schools of Beja. Therefore, we have built two iristruments for the observation and analysis of the educative relationship, respecting the methodological rules. The first questionnaire led us to the relationships of influence between the selected dimensions and the second one aimed at evaluating the variables being studied. With this inquiry, we think to have contributed to improve the educative relationships, in the scope of the Interpersonal Relationships between teachers.
At a prodigal time of social transformations, the Portuguese Educative System reflects its inefficacy in the high rate of school failure, requiring urgent interventions. In a movement of decentralization of powers, refomiing projects have been decreed, from which one should stress the Curricular Reorganization. This Curricular Reorganization aims at adapting and at strategically differentiating the National Curriculum to local contexts through the design and fulfilment of school and class curricular projects, which supposes the corporation and coresponsibilisation of other educative agents. Even though the School it to provide the Education and full development of its pupils, the teacher is the focus of the dynamics and the processes that determine the quality of the Educative Relationship. However, these actores present low levels of motivation and wellbeing, due to the demanded performances, which are complex and which lack differentiation. These low levels of motivation may be seen in the tendency to absent, in the teachers” performance and in their desire to abandon the profession. In any process of change, doubts and problems rise and the motivacional and individual behavior detemiines its sucess/failure. Thus, one antacipates weak expectations in teachers in what the fulfilment of measures is concemed and one fears the negative influence in the interactions between peers. The main aims of this study were to research the impact of the Flexible Management and Organization of the Curriculum on the motivation, well-being and on the formal interpersonal relationships between teachers, of grades 1 to 6, in the schools of Beja. Therefore, we have built two iristruments for the observation and analysis of the educative relationship, respecting the methodological rules. The first questionnaire led us to the relationships of influence between the selected dimensions and the second one aimed at evaluating the variables being studied. With this inquiry, we think to have contributed to improve the educative relationships, in the scope of the Interpersonal Relationships between teachers.
Description
Keywords
Reorganização curricular Motivação Bem-estar docente Professores Relações interpessoais