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(Contra) tempos da profissão docente: docentes sem código?: o lugar da deontologia na supervisão pedagógica
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Abstract(s)
O presente estudo de natureza maioritariamente qualitativa pretende através de uma metodologia de estudo de caso, das técnicas e dos instrumentos de recolha de dados, nomeadamente entrevistas, inquéritos por questionário, análise documental e com as técnicas de análise de dados: triangulação e análise de conteúdo, dar a conhecer as opiniões de três responsáveis políticos na área da educação e seis professores dos diferentes ciclos de ensino, sobre as vantagens e desvantagens da existência de um código deontológico profissional docente e a supervisão pedagógica.
Fatores como as mudanças que ocorreram na sociedade nos últimos anos, devido à evolução tecnológica e ao fenómeno da globalização, levaram a transformações significativas na sociedade e consequentemente na educação. Com tais mutações constantes na educação, o conceito de supervisão tem sofrido uma evolução ao longo dos anos. Até meados do século XX, a supervisão era encarada com um foro inspetivo, o que se alterou a partir da década de oitenta.
Sendo os supervisores, auxiliares da prática docente, cabe à escola reger-se pelos valores da ética, da moral e da deontologia necessários a uma sociedade que se diz democrática. Todavia, os docentes não possuem um código deontológico profissional onde estejam patentes os deveres e os direitos a nortearem a sua prática profissional/pedagógica. Nesta linha de pensamento ao não existir um código de conduta, os profissionais de educação sentem-se desvalorizados? Que vantagens e desvantagens se opõem à existência de um código?
Pelo presente estudo, podemos concluir que hoje em dia, a supervisão pedagógica surge em contexto sala de aula com o intuito de dinamizar a colaboração entre docente e supervisor, em prol de um melhor desempenho da prática profissional. Os sujeitos da investigação concordam e realçam a necessidade da existência de um código deontológico profissional docente, para a melhoria da ação pedagógica.
This mostly qualitative research study aims at disclosing the views of three political leaders in the area of education and six teachers of the various education cycles, concerning the advantages and disadvantages of the existence of a professional code of professional ethics and that of a pedagogical supervision, through a case study methodology, techniques and data collection instruments, including interviews, surveys, analysis of documents and data analysis techniques: triangulation and content analysis. Certain factors such as the changes that have occurred in society in recent years due to advances in technology and the phenomenon of globalization, have led to significant transformations in society as in education. With such developments in education, the concept of supervision has undergone an evolution over the years. Until the mid-20th century, supervision had an inspective purpose, which has also changed since the early 80s. The teachers themselves being supervisors, it is up to the school to be governed by ethical values, morals and the deontology necessary in a society which claims to be democratic. However, teachers do not have a professional code of ethics where the duties and rights guiding their professional / pedagogical practice are evident. In this line of thinking, when there is no code of conduct, do education professionals feel unappreciated? What advantages and disadvantages preclude the existence of a code? Through the present study, we can conclude that nowadays, the pedagogical supervision in classroom context aims to streamline the collaboration between teacher and supervisor in the interests of a better performance of teachers‟ professional practice. The research subjects agree to and highlight the need of a professional code of conduct to improve their pedagogical action.
This mostly qualitative research study aims at disclosing the views of three political leaders in the area of education and six teachers of the various education cycles, concerning the advantages and disadvantages of the existence of a professional code of professional ethics and that of a pedagogical supervision, through a case study methodology, techniques and data collection instruments, including interviews, surveys, analysis of documents and data analysis techniques: triangulation and content analysis. Certain factors such as the changes that have occurred in society in recent years due to advances in technology and the phenomenon of globalization, have led to significant transformations in society as in education. With such developments in education, the concept of supervision has undergone an evolution over the years. Until the mid-20th century, supervision had an inspective purpose, which has also changed since the early 80s. The teachers themselves being supervisors, it is up to the school to be governed by ethical values, morals and the deontology necessary in a society which claims to be democratic. However, teachers do not have a professional code of ethics where the duties and rights guiding their professional / pedagogical practice are evident. In this line of thinking, when there is no code of conduct, do education professionals feel unappreciated? What advantages and disadvantages preclude the existence of a code? Through the present study, we can conclude that nowadays, the pedagogical supervision in classroom context aims to streamline the collaboration between teacher and supervisor in the interests of a better performance of teachers‟ professional practice. The research subjects agree to and highlight the need of a professional code of conduct to improve their pedagogical action.
Description
Keywords
Código deontológico Ética Supervisão pedagógica Educação Investigação qualitativa Code of deontology Ethics Pedagogical supervision Education Qualitative research Ciências da Educação - Supervisão Pedagógica . Faculdade de Ciências Sociais