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O sentido de "reculturalização" e as comunidades de aprendizagem profissional (CAP) na escola
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Advisor(s)
Abstract(s)
Este artigo consiste numa reflexão teórica que parte da existência, ainda relativamente comum, nas nossas escolas
e instituições escolares, de uma cultura escolar com formas que se revelam obstaculizantes a processos de
melhoria que envolvam os professores em discussões significativas e atitudes colaborativas ligadas às suas
próprias práticas. Neste sentido, abordamos a necessidade de desenvolvimento de um processo de
"reculturalização" em que os atores educativos participem ativamente, de forma colaborativa, na reconstrução dos
ambientes educacionais e na reformulação das respetivas práticas pedagógicas, visando a melhoria da efetividade
da aprendizagem dos alunos e da sua própria profissional idade docente. Defendemos as comunidades de
Aprendizagem Profissional (CAP) como instrumentos essenciais neste processo, na circunstância de se
constituírem como ambientes conceituais compostos por diferentes profissionais e agentes educativos orientados
para práticas de partilha de ideias e reflexões sobre métodos e estratégias de ensino e aprendizagem,
desenvolvendo-se perspetivas e orientações de ação compartilhadas pelos diversos membros, sobre os desafios
enfrentados. Nesta análise, destaca-se ainda, o papel fundamental da figura do líder do estabelecimento para a
facilitação e apropriação pelos agentes educativos da instituição de um sentido de partilha, colaboração e
envolvimento nos objetivos das CAP, ao mesmo tempo que alertamos para possíveis constrangimentos na sua
efetivação.
This article comprises a theoretical reflection that stems from the prevalent existence, still relatively common in our schools and educational institutions, of a school culture with forms that prove to be obstacles to improvement processes involving teachers in meaningful discussions and collaborative attitudes linked to their practices. In this context, we address the necessity to initiate a process of "reculturalization" in which educational actors actively participate, in a collaborate way, reconstructing educational environments and reformulating their pedagogical practices. The objective is to enhance the effectiveness of student learning and elevate their own teaching professionalism. We advocate for Professional Learning Communities (PLCs) as indispensable instruments in this process. They constitute conceptual environments comprising diverse professionals and educational agents oriented toward sharing ideas and reflections on teaching and learning methods and strategies, thereby developing perspectives and guidelines for action shared among the various members to address the challenges faced. In this analysis, it also underscores the pivotal role of the establishment's leader in facilitating and fostering the appropriation by educational agents of a sense of sharing, collaboration, and involvement in the objectives of the PLC. At the same time, we caution about possible constraints in their implementation.
This article comprises a theoretical reflection that stems from the prevalent existence, still relatively common in our schools and educational institutions, of a school culture with forms that prove to be obstacles to improvement processes involving teachers in meaningful discussions and collaborative attitudes linked to their practices. In this context, we address the necessity to initiate a process of "reculturalization" in which educational actors actively participate, in a collaborate way, reconstructing educational environments and reformulating their pedagogical practices. The objective is to enhance the effectiveness of student learning and elevate their own teaching professionalism. We advocate for Professional Learning Communities (PLCs) as indispensable instruments in this process. They constitute conceptual environments comprising diverse professionals and educational agents oriented toward sharing ideas and reflections on teaching and learning methods and strategies, thereby developing perspectives and guidelines for action shared among the various members to address the challenges faced. In this analysis, it also underscores the pivotal role of the establishment's leader in facilitating and fostering the appropriation by educational agents of a sense of sharing, collaboration, and involvement in the objectives of the PLC. At the same time, we caution about possible constraints in their implementation.
Description
Keywords
Cultura escolar Reculturalização Comunidades de Aprendizagem Profissional (CAP) Liderança Escola Agentes educativos Colaboração School culture Reculturalization Professional learning communities (PLCs) Leadership School Educational agents Collaboration . Faculdade de Ciências Sociais
Citation
Publisher
Associação de Investigação Científica do Atlântico