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Para além da sala de aula: desafios e potencialidades das práticas colaborativas entre professores
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O presente trabalho investiga os fatores que influenciam a implementação e consolidação do trabalho colaborativo entre professores num agrupamento de escolas do distrito de Lisboa. Considerando que a colaboração docente é essencial para o desenvolvimento profissional dos professores, a melhoria das práticas pedagógicas e os resultados dos alunos, o trabalho parte de uma análise teórica do conceito de colaboração, suas tipologias, benefícios e desafios, recorrendo a autores de referência desta área do saber. Apesar do consenso crescente sobre a relevância do trabalho colaborativo, certos obstáculos, como o individualismo docente, as barreiras culturais, a falta de tempo, a sobrecarga de trabalho, a ausência de espaços adequados e deficiências na formação contínua dificultam a consolidação desta prática nesta organização escolar.
A investigação adotou uma abordagem qualitativa, utilizando entrevistas semiestruturadas realizadas aos coordenadores e coordenadoras de departamento como principal técnica de recolha de dados. O objetivo foi explorar as perceções dos docentes quanto ao trabalho de colaboração, identificar barreiras institucionais e organizacionais, analisar recursos disponíveis e mapear práticas colaborativas já existentes. Acresce compreender o papel das lideranças e propor estratégias para fortalecer a cultura colaborativa, ainda muito incipiente neste agrupamento de escolas.
O trabalho estrutura-se em duas partes: a primeira apresenta o enquadramento teórico e tipologias de cultura profissional; a segunda centra-se no estudo dos dados empíricos, começando pela caracterização do agrupamento e dos participantes e culmina na análise dos principais desafios, potencialidades e recomendações para promover o trabalho colaborativo entre docentes. Fundamentado nas entrevistas realizadas, é proposto um projeto de desenvolvimento de práticas sistematizadas de colaboração entre docentes, a partir do levantamento de experiências, desafios e estratégias identificadas durante o processo de investigação.
Conclui-se com breves considerações sobre o contributo da investigação para o desenvolvimento da cultura profissional no contexto estudado.
This study investigates the factors that influence the implementation and consolidation of collaborative work among teachers in a school cluster in the Lisbon district. Considering that teacher collaboration is essential for professional development, improvement of pedagogical practices, and students achievement, the work begins with a theoretical analysis of the concept of collaboration, its typologies, benefits, and challenges, referring to key authors in the field. Despite growing consensus regarding the relevance of collaborative work, certain obstacles, make it difficult to consolidate this practice in the school organization. The research adopts a qualitative approach, using semi-structured interviews whit department coordinators as the main data collection technique. The goal is to explore teacher’s perceptions of collaboration, identify institutional and organizational barriers, analyse available resources, and map existing collaborative practices. Furthermore, it seeks to understand the role of leadership and propose strategies to strengthen the collaborative culture which is still at a very early stage in this school cluster. The study is structured in two parts: the first presents the theoretical framework and typologies on professional culture; the second focuses on the analysis of empirical data, starting with the characterization of the school cluster and participants and culminating in the analysis of main challenges, potentialities, and recommendations for promoting collaborative work among teachers. Based on the conducted, the development of systematized collaborative practices among teachers is proposed, derived from the collection of experience, challenges and strategies identified during the research process. It concludes with brief remarques on the contribution of the research to the development of professional culture in the context studied.
This study investigates the factors that influence the implementation and consolidation of collaborative work among teachers in a school cluster in the Lisbon district. Considering that teacher collaboration is essential for professional development, improvement of pedagogical practices, and students achievement, the work begins with a theoretical analysis of the concept of collaboration, its typologies, benefits, and challenges, referring to key authors in the field. Despite growing consensus regarding the relevance of collaborative work, certain obstacles, make it difficult to consolidate this practice in the school organization. The research adopts a qualitative approach, using semi-structured interviews whit department coordinators as the main data collection technique. The goal is to explore teacher’s perceptions of collaboration, identify institutional and organizational barriers, analyse available resources, and map existing collaborative practices. Furthermore, it seeks to understand the role of leadership and propose strategies to strengthen the collaborative culture which is still at a very early stage in this school cluster. The study is structured in two parts: the first presents the theoretical framework and typologies on professional culture; the second focuses on the analysis of empirical data, starting with the characterization of the school cluster and participants and culminating in the analysis of main challenges, potentialities, and recommendations for promoting collaborative work among teachers. Based on the conducted, the development of systematized collaborative practices among teachers is proposed, derived from the collection of experience, challenges and strategies identified during the research process. It concludes with brief remarques on the contribution of the research to the development of professional culture in the context studied.
Descrição
Mestrado em Ciências da Educação/Administração Educacional
Palavras-chave
Educação Trabalho colaborativo Cultura profissional Professores Desenvolvimento profissional. education Colloborative Work Professional Culture Teachers Professional Development