Indução e desenvolvimento profissional de professores: desafios e possibilidades
DOI:
https://doi.org/10.14244/198271996601Palavras-chave:
Indução, Formação de professores, Desenvolvimento profissional.Resumo
Neste texto analisamos a indução profissional a partir da literatura existente neste domínio discutindo o seu contributo para o desenvolvimento profissional dos professores. Reconhecendo-se a especificidade desta etapa de formação, analisam-se quatro temas principais: os desafios e dificuldades dos professores principiantes; o processo de socialização profissional, a (trans)formação da identidade profissional e o desenvolvimento de programas de apoio e orientação. São ainda discutidas as questões da relevância e da eficácia dos programas de indução, defendendo-se a necessidade de apostar no desenvolvimento de políticas neste âmbito e a pertinência de aprofundar o tema do ponto de vista da prática e da investigação. Mais concretamente, refletimos sobre a indução como prioridade política; a indução na perspetiva do desenvolvimento profissional; o papel do mentor e a agência do professor principiante. Argumentamos que o desenvolvimento de programas de indução eficazes e pertinentes tem de ir para além da perspetiva da deficiência, segundo a qual é necessário proporcionar aos novos professores estratégias de sobrevivência. Em vez disso, sugerimos que a indução constitui um espaço e um tempo de construção de conhecimento profissional, valorizando-se o contributo dos professores neófitos para o desenvolvimento da escola e para a promoção de uma cultura profissional colaborativa na medida em que pode promover o desenvolvimento profissional não só dos professores principiantes, mas também dos mentores.
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Referências
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