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Abstract(s)
A realidade das escolas públicas portuguesas tem sofrido profundas alterações nos últimos
anos. Estas mudanças resultam das políticas educativas que foram produzidas e aplicadas no
contexto escolar e, também, das que dizem respeito ao estatuto e atividade dos professores.
As escolas mudaram não só porque a moldura legal, de cariz neoliberal, que as organiza é
diferente, mas também porque os professores assumem a sua profissionalidade de forma
distinta. Esta alteração de paradigma, leva a que os professores deixem de reconhecer qual é
o seu papel, ou melhor, deixem de se rever no papel que lhes está destinado pelas políticas
educativas atuais. De que forma esta realidade está a alterar a profissionalidade docente bem
como o desenvolvimento profissional dos professores, é o principal alvo desta investigação.
Com este estudo pretendeu-se aferir quais são as influências/consequências das políticas
educativas dos últimos anos na profissionalidade docente e no desenvolvimento profissional e
as quais são as alterações na profissionalidade docente dos professores portugueses.
Para concretizar estes propósitos, foi feito um estudo misto, recorrendo-se à construção de
um questionário e ao desenho de uma entrevista semiestruturada. O número de participantes
no questionário foi de 183 docentes, com idades compreendidas entre os 30 e os 65 anos e
com média de tempo de serviço de 22 anos. Destes, 68.9% são professores do quadro de
escola ou agrupamento, 10.9% são do quadro de zona pedagógica, 18% são contratados e 2.2%
estão desempregados. Foram entrevistados 8 professores de diferentes idades e condições
profissionais. A maioria dos professores que participaram neste estudo consideram que as
condições de trabalho se deterioraram nos últimos anos. O empenho e a eficácia, contudo,
mantiveram-se. Conclui-se que existem diferenças entre professores mais novos e mais
velhos, no modo como encaram a sua profissão, revelando, os menos experientes, opiniões
menos negativas às mudanças nas condições de exercício da profissão. Os professores mais
velhos e/ou com vínculo de trabalho estável, mais reflexivos, revelam-se mais resistentes às
mudanças decorrentes das políticas educativas e, por isso, mais próximos do modelo do
profissional ativista enquanto que os professores mais novos aparentam estar a assumir uma
profissionalidade que resulta da hibridização da organizacional com a ativista.
The reality of portuguese public schools have undergone profound changes in recent years. These changes result from the educational policies that have been produced and applied in the school context and also those concerning the statute and activity of teachers. Schools have changed not only because the neoliberal legal Framework nature that organizes them is different, but also because teachers assume their professionalism differently. This paradigm shift leads to teachers no longer recognize what is their role, or rather no longer review themselfs in the role that they are destined for due to the current educational policies. How this reality is changing the teaching professionalism and the professional development of teachers, is the main target of this investigation. Thus, this study aimed to assess what are the influences/consequences of recent years educational policies in the teaching professionalism and professional development and what are the changes in the teaching professionalism of portuguese teachers. To achieve these purposes, a joint study was carried on, for which both a questionnaire and a semi-structured interview was elaborated. For the questionnaire, a total of 183 teachers participated in the study, aged between 30 and 65 years and with service time average of 22 years. Among these, 68.9% are school board or group of schools’ board teachers, 10.9% are educational zone board teachers, 18% are on a term contract and 2.2% are unemployed. For the interview, a total of 8 teachers of different ages and professional conditions were interviewed. Most of the teachers who participated in this study consider that working conditions have worsened in recent years. However, their commitment and efficacy, has remained unchanged. It is concluded that the way the younger and older teachers view their profession is different, with less experienced teachers showing a lesser negative opinion to changes occurred in the professional conditions. Teachers that have longer working experience and/or having a permanent contract, more reflective, reveal themselves more resistant to changes resulting from educational policies and, therefore, closer to the activist professional model. On the other handWhile the younger teachers seem to be taking on a professionality resulting from the organisational with activist models hybridization.
The reality of portuguese public schools have undergone profound changes in recent years. These changes result from the educational policies that have been produced and applied in the school context and also those concerning the statute and activity of teachers. Schools have changed not only because the neoliberal legal Framework nature that organizes them is different, but also because teachers assume their professionalism differently. This paradigm shift leads to teachers no longer recognize what is their role, or rather no longer review themselfs in the role that they are destined for due to the current educational policies. How this reality is changing the teaching professionalism and the professional development of teachers, is the main target of this investigation. Thus, this study aimed to assess what are the influences/consequences of recent years educational policies in the teaching professionalism and professional development and what are the changes in the teaching professionalism of portuguese teachers. To achieve these purposes, a joint study was carried on, for which both a questionnaire and a semi-structured interview was elaborated. For the questionnaire, a total of 183 teachers participated in the study, aged between 30 and 65 years and with service time average of 22 years. Among these, 68.9% are school board or group of schools’ board teachers, 10.9% are educational zone board teachers, 18% are on a term contract and 2.2% are unemployed. For the interview, a total of 8 teachers of different ages and professional conditions were interviewed. Most of the teachers who participated in this study consider that working conditions have worsened in recent years. However, their commitment and efficacy, has remained unchanged. It is concluded that the way the younger and older teachers view their profession is different, with less experienced teachers showing a lesser negative opinion to changes occurred in the professional conditions. Teachers that have longer working experience and/or having a permanent contract, more reflective, reveal themselves more resistant to changes resulting from educational policies and, therefore, closer to the activist professional model. On the other handWhile the younger teachers seem to be taking on a professionality resulting from the organisational with activist models hybridization.
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Keywords
Políticas educativas - Portugal Profissão docente - Condições de trabalho Profissão docente - Desenvolvimento profissional