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A escola como primeira empresa: uma experiência de ensino profissional: estudo de caso da escola técnica profissional da Moita
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Advisor(s)
Abstract(s)
Numa sociedade pautada pela inovação e mudança de paradigmas e pela procura de excelência na performance, o ensino profissional representa uma mais-valia na sistematização de conhecimentos (teoria) e uma interface privilegiada no mercado de trabalho (prática). Torna-se, por isso, necessária uma análise das reais necessidades dos mercados para depois, no ensino, refundar o currículo formativo e maximizar o seu contributo para a excelência da qualidade desejada. Partindo deste cenário, o escopo deste estudo centra-se: i) no estudo de uma coconstrução do currículo escolar que operacionaliza crítica, analítica e criativamente as aprendizagens; ii) na interpretação de uma dinâmica inovadora de circularidade entre o saber, o saber-fazer e o aprender- a-aprender; iii) no olhar sobre a gestão de um sistema de ensino desenvolvido e implementado para responder aos desideratos da sociedade atual e futura.
Elegemos o estudo de caso realizado numa escola técnica profissional como método de pesquisa. Recorremos a um moldura teórica (revisão da literatura) orientada para o objeto da pesquisa, mediante a qual recolhemos informação que permitiu enquadrar o historial do ensino profissional em Portugal, a sua evolução e características e analisar uma escola que investiu numa operacionalização singular do currículo. Elencamos algumas questões-chave decorrentes da gestão curricular, como desafios para a inovação pedagógica e para a mudança.
Segundo um paradigma interpretativo, propomo-nos utilizar o dispositivo metodológico constituído por um inquérito por questionário dirigido à turma em estudo e por entrevistas feitas a atores da escola, considerados de primeiro plano. As notas de terreno obtidas através da observação direta participante enformarão a investigação, bem como a análise documental.
O estudo efetuado revela a práxis de uma escola técnica profissional que se empenha numa coconstrução curricular onde o aluno está no centro do processo educativo e o currículo é visto como uma oportunidade para o aluno e para a escola. Os resultados evidenciam o modo singular de uma escola coconstruir conhecimento que, a montante, faz uma interpretação dos pressupostos e conceitos do ensino profissional, contudo com uma apropriação do currículo colaborativa e ativa, de forma intencional e interligada, e que, a jusante, envolve todos os atores na construção do perfil do aluno, promove a sua integração profissional, exponencializando-os para pensar criticamente e agir, no presente e no futuro, dotados das competências essenciais, não apenas técnicas, mas também transversais.
Professional teaching represents an indisputable added value feature in the systematization of knowledge (theory) and a privileged interface in the work market (practice) in a society ruled by innovation, by the quest for performance excellency and by the constant shift of paradigms. It becomes, thus, imperative to achieve a diagnosis of the real market necessities in order to, in the teaching, restructure the training curriculum and maximize its contribute towards the desired quality excellency. Starting from this scenario, the scope of this study focuses on: i) the study of a cobuilding of the school curriculum, which operates critically, analytically and creatively the learning; ii) the interpretation of an innovative dynamic of circularity between the knowledge, the know-how and the learn-to-learn; iii) the outlook over the management of a teaching system which is developed and implemented to respond to the goals of the current and future society. We elected a study case conducted in a professional technical school as the research method. We resorted to a theoretical frame (literature revision), which was guided towards the research object. From that, we gathered information, which allowed us to frame the history of professional teaching in Portugal, as well as its evolution and specific characteristics. It also enabled us to analyse the uniqueness of a school that invested in an evolution of the curriculum’s operationalization and of the learning situations, making them effective and meaningful. We listed some keywords arising from this curricular management as challenges for the pedagogic innovation and change. According to an interpretative paradigm, we propose to use the methodologic device constituted by a questioner inquiry directed to the class in study and by interviews made to forefront actors. The field notes obtained through direct observation will shape the investigation, as well as the documentary analysis. The study shows the praxis of a professional technical school that is committed to a curricular cobuilding where the student is in the centre of the educational process. The curriculum is seen as an opportunity to the student and the school. The results of this study show a unique way of a school cobuilding knowledge – upstream, it makes a very close interpretation of the assumptions and concepts of the professional teaching, though with a differentiated curriculum appropriation; and downstream it promotes a well succeed professional integration of the students, rapidly developing their critical thoughts and actions, gifted with essential skills, not only technical, but also transversal.
Professional teaching represents an indisputable added value feature in the systematization of knowledge (theory) and a privileged interface in the work market (practice) in a society ruled by innovation, by the quest for performance excellency and by the constant shift of paradigms. It becomes, thus, imperative to achieve a diagnosis of the real market necessities in order to, in the teaching, restructure the training curriculum and maximize its contribute towards the desired quality excellency. Starting from this scenario, the scope of this study focuses on: i) the study of a cobuilding of the school curriculum, which operates critically, analytically and creatively the learning; ii) the interpretation of an innovative dynamic of circularity between the knowledge, the know-how and the learn-to-learn; iii) the outlook over the management of a teaching system which is developed and implemented to respond to the goals of the current and future society. We elected a study case conducted in a professional technical school as the research method. We resorted to a theoretical frame (literature revision), which was guided towards the research object. From that, we gathered information, which allowed us to frame the history of professional teaching in Portugal, as well as its evolution and specific characteristics. It also enabled us to analyse the uniqueness of a school that invested in an evolution of the curriculum’s operationalization and of the learning situations, making them effective and meaningful. We listed some keywords arising from this curricular management as challenges for the pedagogic innovation and change. According to an interpretative paradigm, we propose to use the methodologic device constituted by a questioner inquiry directed to the class in study and by interviews made to forefront actors. The field notes obtained through direct observation will shape the investigation, as well as the documentary analysis. The study shows the praxis of a professional technical school that is committed to a curricular cobuilding where the student is in the centre of the educational process. The curriculum is seen as an opportunity to the student and the school. The results of this study show a unique way of a school cobuilding knowledge – upstream, it makes a very close interpretation of the assumptions and concepts of the professional teaching, though with a differentiated curriculum appropriation; and downstream it promotes a well succeed professional integration of the students, rapidly developing their critical thoughts and actions, gifted with essential skills, not only technical, but also transversal.
Description
Keywords
Ensino profissional Currículo Gestão Coconstrução Professional teaching Curriculum Management Cobuilding