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Perceção do diretor de turma do ensino profissional sobre os seus papéis e funções
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Em Portugal, os estudos sobre o papel do diretor de turma no contexto da escola pública têm destacado a sua função essencial na organização escolar, atuando como um elo de ligação entre os alunos, os docentes da turma e os encarregados de educação. No entanto, existe uma lacuna no conhecimento acerca do desempenho desta função nas escolas públicas que oferecem Ensino Profissional, o qual apresenta especificidades no que concerne às tarefas e responsabilidades atribuídas.
O objetivo desta dissertação é descrever e compreender a perceção do diretor de turma no Ensino Profissional acerca dos seus papéis e funções. Para a estruturação teórica deste estudo, foram adotadas duas perspetivas principais: os papéis do gestor e a regulação da educação. Estas abordagens permitiram analisar de forma mais aprofundada as responsabilidades e os desafios enfrentados pelos diretores de turma neste contexto específico.
Optou-se por uma metodologia qualitativa e descritiva, desenvolvendo-se um estudo exploratório que se aproxima de um estudo de caso, realizado numa escola localizada na periferia de Lisboa. As técnicas de recolha de dados incluíram a análise documental e a condução de entrevistas com três diretores de turma. As entrevistas centraram-se na descrição da perceção dos professores sobre os seus papéis e funções enquanto diretores de turma do Ensino Profissional, assim como na sua visão sobre as particularidades deste tipo de ensino.
Os resultados do estudo revelaram evidências de regulação autónoma, na medida em que as especificidades do Ensino Profissional exigiram que estes diretores de turma desempenhassem funções que ultrapassam as definidas nos normativos legais que regem a sua atuação, designados como regulação de controlo. Deste modo, constatou-se que o desempenho dos papéis do diretor de turma no Ensino Profissional está profundamente influenciado pela perspetiva individual de cada professor sobre esta modalidade de ensino, levando-os a adaptar as suas funções de acordo com as necessidades e particularidades do contexto.
In Portugal, studies on the role of the class director (or "director de turma") in public schools have highlighted their essential function in school organization, acting as a link between students, teachers, and parents or guardians. However, there is a gap in knowledge regarding the performance of this role in public schools offering Professional Education, which has specificities concerning the tasks and responsibilities involved. The objective of this dissertation is to describe and understand the perceptions of class directors in Professional Education regarding their roles and functions. To provide the theoretical framework for this study, two main perspectives were adopted: the roles of the manager and educational regulation. These approaches allowed for a deeper analysis of the responsibilities and challenges faced by class directors in this specific context. A qualitative and descriptive methodology was chosen, with an exploratory study resembling a case study conducted in a school located on the outskirts of Lisbon. The data collection techniques included document analysis and interviews with three class directors. The interviews focused primarily on the teachers' perceptions of their roles and functions as class directors in Professional Education, as well as their views on the particularities of this type of education. The study results revealed evidence of autonomous regulation, as the specificities of Professional Education required these class directors to perform functions that go beyond the legal regulations governing their role, referred to as control regulation. Thus, it was found that the performance of the class director's roles in Professional Education is profoundly influenced by each teacher's individual perspective on this type of education, leading them to adapt their functions according to the specific needs and characteristics of the context.
In Portugal, studies on the role of the class director (or "director de turma") in public schools have highlighted their essential function in school organization, acting as a link between students, teachers, and parents or guardians. However, there is a gap in knowledge regarding the performance of this role in public schools offering Professional Education, which has specificities concerning the tasks and responsibilities involved. The objective of this dissertation is to describe and understand the perceptions of class directors in Professional Education regarding their roles and functions. To provide the theoretical framework for this study, two main perspectives were adopted: the roles of the manager and educational regulation. These approaches allowed for a deeper analysis of the responsibilities and challenges faced by class directors in this specific context. A qualitative and descriptive methodology was chosen, with an exploratory study resembling a case study conducted in a school located on the outskirts of Lisbon. The data collection techniques included document analysis and interviews with three class directors. The interviews focused primarily on the teachers' perceptions of their roles and functions as class directors in Professional Education, as well as their views on the particularities of this type of education. The study results revealed evidence of autonomous regulation, as the specificities of Professional Education required these class directors to perform functions that go beyond the legal regulations governing their role, referred to as control regulation. Thus, it was found that the performance of the class director's roles in Professional Education is profoundly influenced by each teacher's individual perspective on this type of education, leading them to adapt their functions according to the specific needs and characteristics of the context.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Administração Educacional), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Diretores de turma Ensino profissional Regulação da educação Papel do gestor Administração educacional Dissertações de mestrado - 2024