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Abstract(s)
A formação inicial de professores em angola ainda é um assunto alvo de diversas apreciações e apesar da vontade que o Estado tem em formar quadros nacionais capazes de corresponder as exigências do país, muito há que fazer para se impulsionar este setor que tem sofrido gravemente e que carece de uma apreciação e de um estudo mais aprofundado.
O estudo que aqui se apresenta, de natureza qualitativa, tem como objetivo compreender as perceções de agentes chaves da Escola Superior Politécnica de Malanje (Chefes de departamento, coordenadores e professores) sobre as práticas pedagógicas na formação inicial que são desenvolvidas na instituição.
As práticas pedagógicas assumem, de facto, um papel primordial na formação inicial de professores, por serem o fio condutor da aprendizagem e formação do futuro professor que através do estágio aprende e desenvolve novas técnicas e métodos para a melhoria de sua atuação como estudante no campo de estágio e como profissional no exercício futuro de sua atividade como professor. Por isso é fundamental que os professores/orientadores de estágio, evidenciem esforços no sentido de criarem um ambiente promotor do exercício e da prática do conhecimento que adquiriram em sala de aula.
Neste estudo, as categorias foram construídas à priori, com base na revisão da literatura, num processo dedutivo, procurando caracterizar as práticas pedagógicas adotadas na instituição em estudo. Para a análise e discussão dos resultados, utilizou-se o método de análise de conteúdo e as conclusões corroboram a literatura e a experiência empírica da área.
Esta investigação alerta-nos para a necessidade de promover formação especializada a quem exerce funções de supervisão das práticas pedagógicas desenvolvendo estratégias pedagógicas promotoras de uma relação colaborativa e co-construtora do desenvolvimento profissional de todos os intervenientes, com impacto no próprio desenvolvimento integral do aluno.
The initial training of teachers in Angola is still a subject of various assessments and despite the desire of the State to form national frameworks capable of meeting the demands of the country, much has to be done to boost this sector that has suffered seriously and that assessment and further study. The purpose of this qualitative study is to understand the perceptions of key agents of the Polytechnic School of Malanje (Department heads, coordinators and teachers) about the pedagogical practices in the initial formation that are developed in the institution. The pedagogical practices assume, in fact, a primordial role in the initial formation of teachers, for being the guiding thread of learning and training of the future teacher who through the stage learns and develops new techniques and methods for the improvement of his performance as a student in the field and as a professional in the future exercise of his / her activity as a teacher. For this reason, it is essential that the trainee teachers / supervisors demonstrate efforts to create an environment that promotes the practice and practice of the knowledge they have acquired in the classroom. In this study, the categories were constructed a priori, based on the literature review, in a deductive process, seeking to characterize the pedagogical practices adopted in the institution under study. For the analysis and discussion of the results, the content analysis method was used and the conclusions corroborate the literature and the empirical experience of the area. This research alerts us to the need to promote specialized training for those who exercise supervision of pedagogical practices by developing pedagogical strategies that promote a collaborative relationship and co-construct the professional development of all the participants, with an impact on the student's own integral development.
The initial training of teachers in Angola is still a subject of various assessments and despite the desire of the State to form national frameworks capable of meeting the demands of the country, much has to be done to boost this sector that has suffered seriously and that assessment and further study. The purpose of this qualitative study is to understand the perceptions of key agents of the Polytechnic School of Malanje (Department heads, coordinators and teachers) about the pedagogical practices in the initial formation that are developed in the institution. The pedagogical practices assume, in fact, a primordial role in the initial formation of teachers, for being the guiding thread of learning and training of the future teacher who through the stage learns and develops new techniques and methods for the improvement of his performance as a student in the field and as a professional in the future exercise of his / her activity as a teacher. For this reason, it is essential that the trainee teachers / supervisors demonstrate efforts to create an environment that promotes the practice and practice of the knowledge they have acquired in the classroom. In this study, the categories were constructed a priori, based on the literature review, in a deductive process, seeking to characterize the pedagogical practices adopted in the institution under study. For the analysis and discussion of the results, the content analysis method was used and the conclusions corroborate the literature and the empirical experience of the area. This research alerts us to the need to promote specialized training for those who exercise supervision of pedagogical practices by developing pedagogical strategies that promote a collaborative relationship and co-construct the professional development of all the participants, with an impact on the student's own integral development.
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Keywords
Escola Superior Politécnica de Malanje Formação Inicial de Professores Práticas Pedagógicas Supervisão Pedagógica