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A generatividade em professores num contexto educativo inovador
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Resumo(s)
Esta dissertação de mestrado pretende responder à seguinte pergunta de partida: Será
que professores envolvidos em projetos inovadores se encontram numa fase desenvolvimental
de generatividade? A generatividade é entendida como o interesse particular de educar e guiar
as gerações futuras e corresponde ao sétimo estádio de desenvolvimento da Teoria do
desenvolvimento psicossocial desenvolvido por Erik Erikson.
Para responder a esta questão desenvolveu-se uma investigação qualitativa, numa
escola privada de Lisboa que desde 2016 iniciou um processo de inovação pedagógica. Nesse
sentido e após definido os três participantes no estudo, professores que participaram no
processo de conceção e implementação do projeto de inovação didático-pedagógico,
realizaram-se as entrevistas de cariz biográfico. A análise de conteúdo permitiu analisar os dados
recolhidos através das entrevistas e da análise documental. Se a revisão da literatura apresenta
os professores como um grupo profissional, tendencialmente, generativo, os resultados desta
investigação apontam a mesma tendência. Importa destacar que os professores que participam
neste estudo revelam estar numa fase desenvolvimental de generatividade, uma vez que para
além da exigência cultural de assumir o seu lugar na comunidade e do apelo a cuidar das
gerações futuras, procuram tornar mais pertinente e dar novo significado à escola através da
inovação do modelo didático-pedagógico e assim responder melhor aos desafios que estão a
surgir.
This dissertation aims to answer the following starting question: Are teachers involved in innovative projects in a developmental stage of generativity? Generativity is understood as the particular interest to educate and guide future generations and corresponds to the seventh developmental stage of the Theory of psychosocial development developed by Erik Erikson. To answer this question qualitative research was developed in a private school in Lisbon that has initiated a process of pedagogical innovation since 2016. 3 teachers who are involved in the design and implementation process of the didactic-pedagogical innovation project participate in the study. Biographical interviews were conducted to all of them. Content analysis allowed us to analyze the data collected through the interviews and the documentary analysis. If the literature review presents teachers as a professional group that tends to be generative, the results of this research point to the same trend. It is important to highlight that the teachers participating in this study reveal to be in a developmental phase of generativity, since besides the cultural demand of assuming their place in the community and the call to care for future generations, they seek to make school more relevant and give new meaning through the innovation of the didactic-pedagogical model and thus respond better to the challenges that are emerging.
This dissertation aims to answer the following starting question: Are teachers involved in innovative projects in a developmental stage of generativity? Generativity is understood as the particular interest to educate and guide future generations and corresponds to the seventh developmental stage of the Theory of psychosocial development developed by Erik Erikson. To answer this question qualitative research was developed in a private school in Lisbon that has initiated a process of pedagogical innovation since 2016. 3 teachers who are involved in the design and implementation process of the didactic-pedagogical innovation project participate in the study. Biographical interviews were conducted to all of them. Content analysis allowed us to analyze the data collected through the interviews and the documentary analysis. If the literature review presents teachers as a professional group that tends to be generative, the results of this research point to the same trend. It is important to highlight that the teachers participating in this study reveal to be in a developmental phase of generativity, since besides the cultural demand of assuming their place in the community and the call to care for future generations, they seek to make school more relevant and give new meaning through the innovation of the didactic-pedagogical model and thus respond better to the challenges that are emerging.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Professores - Portugal Generatividade Inovação educativa Dissertações de mestrado - 2023