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A Educação no contexto de uma Pós-modernidade: para futuros professores pós-modernos
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O presente relatório resulta do trabalho desenvolvido no decurso da Prática de Ensino Supervisionada (PES), realizada no âmbito do Mestrado de Ensino de Filosofia no Ensino Se-cundário, da Faculdade de Ciências Sociais e Humanas (FCSH) da Universidade NOVA de Lis-boa. Pretende-se pensar as consequências e implicações daquilo que se pode entender por pós-modernidade para o futuro que nos espera, alunos dos mestrados em ensino, enquanto professores e educadores porvir. Assim, numa primeira parte, o foco incide sobre a contextualização da PES e de tudo aquilo que ela pressupôs, procedendo-se à descrição dos seguintes aspetos: enquadramento institucional, social e organizacional da escola; o núcleo de estágio e a sua integração na comunidade escolar; a caracterização das turmas com as quais se trabalhou; a componente letiva e as suas diferentes etapas (observação de aulas, planificação e preparação das aulas, lecionação das mesmas, reflexões pessoais e avaliação) e alguns dos pressupostos pedagógicos subjacentes; a componente não letiva e as suas diferentes etapas (planificação de atividades, concretização das atividades e avaliação das mesmas). Numa segunda parte, correspondente a um momento de reflexão teórica vinculado aos aspetos práticos previamente descritos, procura-se refletir acerca das implicações que aquilo que se pode entender por pós-modernidade, enquanto paradigma social, moral e epistemológico, tem para a educação e, particularmente, para o papel do professor. Sendo a ação e o papel do professor situada espácio-temporalmente, justifica-se a pertinência de compreender o modo como podemos caracterizar o paradigma pós-moderno que parece caracterizar o tempo em que vive-mos, permitindo-nos orientar, em virtude dessa compreensão, a nossa situação profissional e vivencial, com vista ao equilíbrio e harmonia, social e individual, e a uma proficuidade pedagógica otimizada.
This report is the result of the work developed during the Supervised Teaching Practice (PES), carried out within the scope of the Master's Degree in Teaching Philosophy in Second-ary Education, at the Faculty of Social Sciences and Humanities (FSCH) of Universidade NOVA de Lisboa. The aim of the report is to think about the consequences and implications of what can be understood as postmodernity for the future that awaits us, students of master's degrees in teaching, as impending teachers and educators. Thus, in the first part, the focus is on the contextualization of the PES and everything it presupposed, proceeding with the description of the following aspects: institutional, social and organizational framework of the school; the internship centre and its integration into the school community; the characterization of the classes with which we worked; the teaching component and its different stages (observation of classes, planning and preparation of classes, teaching of classes, personal reflections and evaluation) and some of the underlying pedagogical assumptions; the non-teaching component and its different stages (planning activities, carrying out activities and evaluating them). In the second part, corresponding to a moment of theoretical reflection linked to the practical aspects previously described, we seek to reflect on the implications that what can be understood as postmodernity, as a social, moral and epistemological paradigm, has for education and, particularly for the role of the teacher. Since the action and role of the teacher is situated spatio-temporally, the relevance of understanding how we can characterize the post-modern paradigm that seems to describe the time in which we live is justified, allowing us to guide, by virtue of this understanding, our professional and experiential situation, aspiring to social and individual balance and harmony, and to an optimized pedagogical proficiency.
This report is the result of the work developed during the Supervised Teaching Practice (PES), carried out within the scope of the Master's Degree in Teaching Philosophy in Second-ary Education, at the Faculty of Social Sciences and Humanities (FSCH) of Universidade NOVA de Lisboa. The aim of the report is to think about the consequences and implications of what can be understood as postmodernity for the future that awaits us, students of master's degrees in teaching, as impending teachers and educators. Thus, in the first part, the focus is on the contextualization of the PES and everything it presupposed, proceeding with the description of the following aspects: institutional, social and organizational framework of the school; the internship centre and its integration into the school community; the characterization of the classes with which we worked; the teaching component and its different stages (observation of classes, planning and preparation of classes, teaching of classes, personal reflections and evaluation) and some of the underlying pedagogical assumptions; the non-teaching component and its different stages (planning activities, carrying out activities and evaluating them). In the second part, corresponding to a moment of theoretical reflection linked to the practical aspects previously described, we seek to reflect on the implications that what can be understood as postmodernity, as a social, moral and epistemological paradigm, has for education and, particularly for the role of the teacher. Since the action and role of the teacher is situated spatio-temporally, the relevance of understanding how we can characterize the post-modern paradigm that seems to describe the time in which we live is justified, allowing us to guide, by virtue of this understanding, our professional and experiential situation, aspiring to social and individual balance and harmony, and to an optimized pedagogical proficiency.
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Pós-modernidade Educação Pedagogia Lipovetsky Filosofia Postmodernity Education Pedagogy Philosophy