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Ética e deontologia do professor do 1º ciclo : da 1ª República à actualidade
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Orientador(es)
Resumo(s)
A presente investigação teve com o objectivo responder às seguintes questões: (1) como esta a ser
desenvolvida a avaliação de professores num Agrupamento de Escolas, ao nível do 1º Ciclo do Ensino
Básico, que utiliza um processo alternativo ao legislado?; e (ii) como se podem caracterizar as opiniões
dos principais stakeholders do Agrupamento, relativamente ao processo de avaliação do desempenho de
professores, em desenvolvimento?
O enquadramento teórico, partindo da avaliação em educação, focou-se na avaliação dos professores,
revendo quer a literatura nacional e internacional na área, quer o enquadramento legal em Portugal, bem
como alguns estudos empíricos realizados.
Optou-se por uma abordagem de investigação qualitativa e como estratégia de investigação utilizou-se o
estudo de caso, pelo seu valor intrínseco. Foram realizadas sete entrevistas, duas das quais colectivas, e
fizeram-se cinco observações de reuniões do grupo responsável deste processo de avaliação. Também
foram analisados documentos relacionados com a política educativa da escola e outros construídos pelo
grupo responsável pela avaliação.
O estudo permitiu descrever o processo alternativo de avaliação de professores e centrou-se nas seguintes
dimensões: génese, organização e tipo de apoio recebido, objectivos, fases de trabalho do grupo
responsável, critérios, fontes de informação e técnicas/instrumentos de recolha, fases do processo e
envolvimento com os professores e com a comunidade educativa. As opiniões dos participantes sobre o
processo alternativo desenvolvido, sobre o processo legislado e sobre um processo “ideal” de avaliação de
professores foram consideradas.
Conclui-se que o desenvolvimento deste processo de avaliação de professores, decorrente de um processo
de avaliação externa e integrado num plano de melhoria - apesar do seu carácter empírico, pouco
sustentado em teorias conceptuais e metodológicas e sem qualquer suporte legal que o apoiasse - só foi
possível através da aceitação e participação colaborativa por parte de todos os professores.
The main objective o f this research was to respond to the following questions: (i) How is it being developed the teacher evaluation - when it comes to a scholar group from the elementary school - when using an alternative process of evaluation, therefore different, of the one instituted by law ? (ii) How can one feature the opinions of the main stakeholders of that group, when evaluating the performance of teachers ? The present study, has been made a research on the available theoretical material, both national and international, focusing on both legal and empirical approaches to the issue. To this qualitative inquiry the used path was the case study, for its inward value. Seven interviews have been made, two of them were collectives. There was also been made the observation of the meetings, of five of the evaluation group teams. Documents related to teaching policies of the school, as well as others, elaborated by the responsible team for the evaluation, were also analysed. The study, permitted to describe the alternative process of teacher's evaluation and focused on the following dimensions: genesis, organization and character of the support received, objectives, main team working phases, criteria, information sources and techniques, research instruments, phases of the process and character of the involvement with teachers and educational community. The participants opinion, about the alternative process in course, the legal process established, and the possibility of an "ideal" process implementation, were also taken in consideration. The analysis of the process of teacher's evaluation in course, resulting from external observation and integrated on a improvement plan - nevertheless its empirical tenor, hardly sustained on conceptual theoretical and methodological bases, and without any legal support - was possible only, through the cooperative participation of all the teachers involved.
The main objective o f this research was to respond to the following questions: (i) How is it being developed the teacher evaluation - when it comes to a scholar group from the elementary school - when using an alternative process of evaluation, therefore different, of the one instituted by law ? (ii) How can one feature the opinions of the main stakeholders of that group, when evaluating the performance of teachers ? The present study, has been made a research on the available theoretical material, both national and international, focusing on both legal and empirical approaches to the issue. To this qualitative inquiry the used path was the case study, for its inward value. Seven interviews have been made, two of them were collectives. There was also been made the observation of the meetings, of five of the evaluation group teams. Documents related to teaching policies of the school, as well as others, elaborated by the responsible team for the evaluation, were also analysed. The study, permitted to describe the alternative process of teacher's evaluation and focused on the following dimensions: genesis, organization and character of the support received, objectives, main team working phases, criteria, information sources and techniques, research instruments, phases of the process and character of the involvement with teachers and educational community. The participants opinion, about the alternative process in course, the legal process established, and the possibility of an "ideal" process implementation, were also taken in consideration. The analysis of the process of teacher's evaluation in course, resulting from external observation and integrated on a improvement plan - nevertheless its empirical tenor, hardly sustained on conceptual theoretical and methodological bases, and without any legal support - was possible only, through the cooperative participation of all the teachers involved.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em História da Educação), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Moral Deontologia 1ª República - Portugal Professores Educação - História