A carregar...
Publicação
Estabelecimento e dinamização de comunidades de prática para professores numa escola básica e secundária
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.07 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A Escola é um local que tem vindo a sofrer múltiplas transformações, fruto de ser parte integrante da sociedade onde está inserida. O papel do professor tem vindo a ser alterado face às múltiplas exigências económicas, sociais, políticas e de teor administrativo. Ao longo deste projecto pretendeu-se desenvolver seis desafios conceptuais que permitissem criar numa escola básica e secundária o suporte institucional para desenvolver uma cultura de colaboração, aprendizagem e responsabilidades partilhadas entre os professores, assim como, dotar a escola com as estratégias necessárias para melhorar o seu desempenho. Através de uma das ferramentas da gestão do conhecimento: As comunidades de prática (CdP). Este modelo procurou potenciar o capital humano dos professores de forma a capturar, criar, partilhar e difundir conhecimento pela escola. De forma a ir ao encontro das necessidades da escola em geral e dos professores em particular, foi feita uma análise SWOT. A partir desta análise, verificou-se a importância da sua implementação para criar uma estratégia que permitisse avançar com a abordagem mais correcta. Foi criado um plano estratégico a três anos que permitisse integrar as CdP em paralelo com a estratégia da escola para o triénio. Pretende-se assim, tornar a escola, uma organização aprendente, possibilitando que os professores sejam construtores de conhecimento quando lhes são dadas as oportunidades e as condições para potenciar o capital humano da organização. Esta forma de trabalhar em escolas básicas e secundárias pode ser um caso de sucesso, mas tornar-se-á fundamental a vontade e colaboração dos órgãos de gestão.
The roles of teachers as suffer many transformations. Throughout this project it was intended to develop processes in an elementary and secondary school that was able to create a culture of learning, responsibility and collaborative work among teachers and provide school with the necessary strategies to improve their performance through the use of one tool of the knowledge management, the practice communities. This model sought to develop the human capital of teachers in a way to capture, create, share and spread knowledge throughout school. It was done a S.W.O.T. analysis in order to build a reliable model that would meet the needs of the school. From this analysis it was observed the importance of its implementation to create a strategy that allows proceeding with the more correct approach. Thus a three year strategic plan was created that enable integrating the practice communities alongside with the school strategy for the three years. This model can turn school to a learning organization allowing teachers to be builders of knowledge when they are given the opportunities and the conditions to improve the human capital in the organization. This way of work in elementary and secondary school can be a case of success but it will be fundamental the will and collaboration of the management. Only a less hierarchical culture and a more flexible one, understanding that learning is essential a social process and a competitive advantage in relation to competitors, can put in practice a model of share responsibilities.
The roles of teachers as suffer many transformations. Throughout this project it was intended to develop processes in an elementary and secondary school that was able to create a culture of learning, responsibility and collaborative work among teachers and provide school with the necessary strategies to improve their performance through the use of one tool of the knowledge management, the practice communities. This model sought to develop the human capital of teachers in a way to capture, create, share and spread knowledge throughout school. It was done a S.W.O.T. analysis in order to build a reliable model that would meet the needs of the school. From this analysis it was observed the importance of its implementation to create a strategy that allows proceeding with the more correct approach. Thus a three year strategic plan was created that enable integrating the practice communities alongside with the school strategy for the three years. This model can turn school to a learning organization allowing teachers to be builders of knowledge when they are given the opportunities and the conditions to improve the human capital in the organization. This way of work in elementary and secondary school can be a case of success but it will be fundamental the will and collaboration of the management. Only a less hierarchical culture and a more flexible one, understanding that learning is essential a social process and a competitive advantage in relation to competitors, can put in practice a model of share responsibilities.
Descrição
Mestrado em Economia e Gestão de Ciência, Tecnologia e Inovação
Palavras-chave
Comunidades de Prática Gestão do Conhecimento Professores Escola School Teachers Knowledge Management Communities of Practice
Contexto Educativo
Citação
Pinto, Rui Pedro Lages Galvão (2014). "Estabelecimento e dinamização de comunidades de prática para professores numa escola básica e secundária". Dissertação de Mestrado, Universidade de Lisboa. Instituto Superior de Economia e Gestão.
Editora
Instituto Superior de Economia e Gestão