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Professores de matemática/ ciências na área de projecto : práticas e desenvolvimento profissional
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Este estudo analisa o modo como os professores trabalham na Área de Projecto,
uma inovação introduzida pela reorganização curricular do ensino básico de 2001.
Especificamente, procura responder às seguintes questões: (i) Como é construído e
gerido pelo professor de Ciências e Matemática do 2.° ciclo o currículo desta Área? E
(ii) Que o balanço faz o professor do trabalho conjunto com o colega do par pedagógico
e do contributo deste trabalho para o seu desenvolvimento profissional? O
enquadramento teórico baseia-se nas noções de currículo, gestão do currículo,
colaboração, reflexão e desenvolvimento profissional. A metodologia tem um carácter
qualitativo, interpretativo e exploratório, sendo o design de estudo de casos. O estudo
envolveu quatro professoras de duas escolas dos arredores de Lisboa, em diferentes
fases da vida profissional: (a) Duas delas, com trinta e vinte anos de serviço, tinham
alunos, na generalidade, oriundos da classe sócio-cultural média e média/alta; (b) Outras
duas outras, uma com dez e outra no primeiro ano de serviço, tinham alunos de bairros
degradados e de classe sócio-cultural baixa. A recolha de dados foi realizada ao longo
do ano de 2003/04, incluindo cinco entrevistas e observação de uma aula de cada
professora e pesquisa de informações complementares em documentos.
Os resultados mostram a ausência total de contribuição do conselho de turma
para o trabalho da Área de Projecto, sendo este construído apenas pelos professores do
par pedagógico. Na maioria das vezes, o currículo construído tem por base os conteúdos
e técnicas das disciplinas leccionadas originalmente por estes professores. Os temas,
apesar terem sido escolhidos pelos alunos, recaíram de um modo geral em assuntos
relacionados com as Ciências da Natureza. A gestão conjunta do currículo foi sendo
feita consoante as necessidades e a alternância dos temas foi influenciada pela cadência
dos períodos lectivos A investigação mostra que as quatro professoras, como resultado
das suas experiências anteriores, tinham expectativas diferentes em relação ao trabalho a
realizar em Área de Projecto e à dinâmica dos pares pedagógicos. No fim do ano, uma
delas (a única que tinha experiência nesta situação) manteve a mesma opinião, outras
duas fizeram um balanço mais negativo e a quarta mostrou-se satisfeita com o trabalho
desenvolvido, superado os receios iniciais e tomando-se grande entusiasta desta área
curricular. Todas as professoras sublinham esta experiência como importante para o seu
desenvolvimento profissional, mas apontam a falta de formação para esta área
curricular. De uma forma geral, o trabalho conjunto com o par pedagógico foi feito nas
suas horas de componente não lectiva individual, tendo sido considerado por todas
como positivo, uma vez que se estabeleceram relações de trabalho agradáveis e
produtivas. Duas das participantes trabalharam com mais do que dois pares pedagógicos
(uma com dois e outra com quatro). Aqui nem tudo correu bem uma vez que em alguns
casos não existiu trabalho conjunto fora da sala de aula nem partilha de
responsabilidades na condução das actividades, o que se repercutiu negativamente no
trabalho realizado na aula. Este estudo revela a necessidade de planificação conjunta
fora da sala de aula para que se construa uma relação pessoal e de trabalho colaborativa,
susceptível de dar origem a um trabalho verdadeiramente inovador nesta área curricular.
This investigation studies the way teachers work in the Project Area (Área de Projecto), an innovation from the 2001 curriculum reorganization of basic education in Portugal that involves the development of themes through project methodology. Specifically, it seeks to answer the following research questions:, (i) how do elementary sciences and mathematics teachers built and manage the curriculum in this area; (ii) what is the outcome, for the teacher, of the cooperative work with his/her pedagogical partner and what is its contribute for his/her professional development. The theoretical framework of the study is based on the concepts of curriculum, curriculum management, collaboration, reflection and teacher professional development. The methodology is qualitative, interpretative and exploratory, with a case study design. The study involved four teachers in different stages of their professional lives, from two schools in the periphery of Lisbon: (a) two of them, with thirty and twenty years of working experience, had students mostly from average and average/high socio-cultural classes; (b) the other two, one with ten years of experience and the other in her first year, had students from low socio-cultural class. Data was collected during 2003/04 and consisted in five interviews and one class observation of each teacher plus analysis of complementary documents. The results show a total lack of contribution from the class council to the work developed in Project Area. This work is only built by the two teachers who act as pedagogical partners. In most cases, the curriculum is based on the contents and techniques of the school subjects originally taught by the teachers. The themes of the projects, even tough they were chosen by the students, but were generally related to natural sciences. Curriculum management by the teachers was adjusted according to the needs and changes of themes were influenced by the rhythm of the school year. The research shows that, as a result of their previous experience, the four teachers had different expectations about the work to be developed in Project Area and the dynamics of being part of a pedagogical partnership. At the end of the year, one of the teachers (the only one with previous experience in this curriculum area) maintained her opinion, two others had a negative view and the fourth showed pleasure with the work developed, overcoming her initial reluctance and becoming a great supporter of this curriculum area. All teachers point out the importance of this experience for their professional development but notice their lack of preparation to teach it. The collaborative work with the pedagogical partner was conducted during individual extra teaching component hours, and was considered by all the teachers as positive since pleasant and productive working relationships were established. Two of the teachers worked with more than two pedagogical partners (one with two and other with four). This did not went always smoothly since in some cases there was no cooperative work or sharing responsibilities outside the classroom which had a negative impact on the work developed inside the classroom. This research study shows the need for joint planning outside the classroom so that personal and collaborative working relationships can be established in order to create a truly innovative work in this curriculum area.
This investigation studies the way teachers work in the Project Area (Área de Projecto), an innovation from the 2001 curriculum reorganization of basic education in Portugal that involves the development of themes through project methodology. Specifically, it seeks to answer the following research questions:, (i) how do elementary sciences and mathematics teachers built and manage the curriculum in this area; (ii) what is the outcome, for the teacher, of the cooperative work with his/her pedagogical partner and what is its contribute for his/her professional development. The theoretical framework of the study is based on the concepts of curriculum, curriculum management, collaboration, reflection and teacher professional development. The methodology is qualitative, interpretative and exploratory, with a case study design. The study involved four teachers in different stages of their professional lives, from two schools in the periphery of Lisbon: (a) two of them, with thirty and twenty years of working experience, had students mostly from average and average/high socio-cultural classes; (b) the other two, one with ten years of experience and the other in her first year, had students from low socio-cultural class. Data was collected during 2003/04 and consisted in five interviews and one class observation of each teacher plus analysis of complementary documents. The results show a total lack of contribution from the class council to the work developed in Project Area. This work is only built by the two teachers who act as pedagogical partners. In most cases, the curriculum is based on the contents and techniques of the school subjects originally taught by the teachers. The themes of the projects, even tough they were chosen by the students, but were generally related to natural sciences. Curriculum management by the teachers was adjusted according to the needs and changes of themes were influenced by the rhythm of the school year. The research shows that, as a result of their previous experience, the four teachers had different expectations about the work to be developed in Project Area and the dynamics of being part of a pedagogical partnership. At the end of the year, one of the teachers (the only one with previous experience in this curriculum area) maintained her opinion, two others had a negative view and the fourth showed pleasure with the work developed, overcoming her initial reluctance and becoming a great supporter of this curriculum area. All teachers point out the importance of this experience for their professional development but notice their lack of preparation to teach it. The collaborative work with the pedagogical partner was conducted during individual extra teaching component hours, and was considered by all the teachers as positive since pleasant and productive working relationships were established. Two of the teachers worked with more than two pedagogical partners (one with two and other with four). This did not went always smoothly since in some cases there was no cooperative work or sharing responsibilities outside the classroom which had a negative impact on the work developed inside the classroom. This research study shows the need for joint planning outside the classroom so that personal and collaborative working relationships can be established in order to create a truly innovative work in this curriculum area.
Descrição
Tese de mestrado em Educação (Didática das Ciências), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2006
Palavras-chave
Área de projecto Currículo Desenvolvimento profissional - Professores Inovação curricular Reflexão Teses de mestrado - 2006