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Abstract(s)
Nomeada como quarta revolução industrial (Schwab, 2016), a revolução pela qual
estamos passando atualmente está provocando mudanças radicais na forma como nos
relacionamos com o planeta, com os negócios, com a tecnologia, com outras pessoas e
com nós mesmos. Diante deste contexto, o desenvolvimento de novas competências como
a capacidade de aprender a aprender, ser capaz de aplicar esse aprendizado em diferentes
realidades, desenvolver a capacidade de trabalhar em equipe e, por fim, ser capaz de
refletir sobre nossos próprios erros e acertos, caracteriza o "turning point" para qualquer
profissional que almeja continuar gerando valor por onde atuar. Continuar aprendendo ao
longo da vida é considerada hoje uma competência crítica para que as organizações,
através dos seus colaboradores, possam continuar prosperando e atendendo as
necessidades dos seus clientes, não importando o tipo de negócio ou indústria. Para
atender essa nova demanda, um novo paradigma educacional entra em cena e convida
todos os professores, líderes e comunidade acadêmica de uma forma geral, a repensar a
missão, os seus papéis e responsabilidade. A excelência no ensino passa a ter mais
importância e o seu desdobramento nas atividades do dia-a-dia do professores passa a ser
critério de sucesso e continuidade das instituições educacionais. Reconhecida como uma
atividade solitária, o papel do professor é cada vez mais questionado diante de tantas
oportunidades de construção coletiva. Partindo desse marco, o presente estudo buscou
entender que fatores - sob a perspetivas de cinco docentes que integram um curso de
especialização em gestão de projetos - podem influenciar a colaboração docente e em que
nível esses fatores podem impactar o desenvolvimento profissional dos mesmos. Aspetos
como liderança, a construção coletiva de um currículo integrado, a existência de uma
agenda dedicada às atividades coletivas, a condução de um planeamento estratégico que
dê voz aos professores e uma formação contínua dos docentes, foram identificados como
fatores que podem afetar positiva ou negativamente a colaboração docente. Esse estudo
foi além e procurou propor um plano de trabalho fundamentado a partir do modelo de
comunidades de prática (Wenger e Snyder, 1991) e comunidades de aprendizagem para
professores (Cox, 2004)) que contribuísse para o processo de desenvolvimento contínuo
dos professores e, também, para a organização de uma espaço onde fosse possível a
produção de novos conhecimentos pelos mesmos.
Called fourth industrial revolution (Schwab, 2016), the revolution we are currently facing is bringing about radical changes in how we relate to the planet, business, technology, other people and ourselves. In this context, the development of new skills such as the ability to learn how to learn, be able to apply that learning in different realities, develop the ability to work as a team and, finally, be able to reflect on our own mistakes and successes, characterizes the "turning point" for any professional who wishes to continue generating value. Continuing to learn throughout the life is now considered a critical competence so that organizations, through their employees, can continue to thrive and meet the needs of their clients, regardless of the type of business or industry. To meet this new demand, a new educational paradigm comes into play and invites all teachers, leaders and the academic community in general to step up their mission, their roles and responsibility. Excellence in teaching becomes more important and its unfolding in teachers' daily activities becomes a condition for success and continuity of educational institutions. Recognized as a solitary activity, the role of the teacher is increasingly questioned in the face of so many opportunities for collective construction. Based on this framework, the present study sought to understand that factors - under the perspective of five teachers that integrate a specialization course in project management - can influence teacher collaboration and at what level these factors can impact their professional development. Aspects such as leadership, the collective construction of an integrated curriculum, the existence of an agenda dedicated to collective activities, the conduction of strategic planning that gives voice to teachers and continuous training of teachers, have been identified as factors that can positively or negatively affect teacher collaboration. This study went further and sought to propose a work plan based on the model of communities of practice (Wenger and Snyder, 1991) and faculty learning commnunities (Cox, 2004) that would contribute to the process of continuous development of teachers and also to the organization of a space for production of new knowledge by themselves.
Called fourth industrial revolution (Schwab, 2016), the revolution we are currently facing is bringing about radical changes in how we relate to the planet, business, technology, other people and ourselves. In this context, the development of new skills such as the ability to learn how to learn, be able to apply that learning in different realities, develop the ability to work as a team and, finally, be able to reflect on our own mistakes and successes, characterizes the "turning point" for any professional who wishes to continue generating value. Continuing to learn throughout the life is now considered a critical competence so that organizations, through their employees, can continue to thrive and meet the needs of their clients, regardless of the type of business or industry. To meet this new demand, a new educational paradigm comes into play and invites all teachers, leaders and the academic community in general to step up their mission, their roles and responsibility. Excellence in teaching becomes more important and its unfolding in teachers' daily activities becomes a condition for success and continuity of educational institutions. Recognized as a solitary activity, the role of the teacher is increasingly questioned in the face of so many opportunities for collective construction. Based on this framework, the present study sought to understand that factors - under the perspective of five teachers that integrate a specialization course in project management - can influence teacher collaboration and at what level these factors can impact their professional development. Aspects such as leadership, the collective construction of an integrated curriculum, the existence of an agenda dedicated to collective activities, the conduction of strategic planning that gives voice to teachers and continuous training of teachers, have been identified as factors that can positively or negatively affect teacher collaboration. This study went further and sought to propose a work plan based on the model of communities of practice (Wenger and Snyder, 1991) and faculty learning commnunities (Cox, 2004) that would contribute to the process of continuous development of teachers and also to the organization of a space for production of new knowledge by themselves.
Description
Keywords
Formação docente Práticas docentes Colaboração Comunidade de prática Teacher development Teaching scholarly Collaboration Community of practice