Da gestão da sala de aula à aprendizagem: o uso da fenomenografia na análise das conceções de gestão de sala de aula dos formandos
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Resumo
A gestão de sala de aula é uma área central no curriculum dos programas de formação de professores. As conceções dos formandos sobre o papel do professor enquanto líder são mais vezes fundadas em experiências e intuições pessoais e influenciadas pelo contexto cultural do que cientificamente fundamentadas. Este estudo examina as conceções de gestão da sala de aula de um grupo multicultural de 44 formandos inscritos num programa de formação profissional em contexto universitário. O estudo visa compreender os padrões de variância em relação ao objetivo e à relevância do objeto em estudo. Compara a) os padrões de variância relativamente às conceptualizações dos aprendentes sobre a gestão de sala de aula e b) as mudanças ocorridas após a frequência do curso. A investigação adotou como enquadramento conceptual uma abordagem fenomenográfica. A principal fonte de recolha de dados é constituída por textos redigidos pelos participantes no início e no final do curso. Os resultados evidenciam mudanças na compreensão das conceções de gestão da sala de aula ocorridas entre o início e o final do curso. As preferências iniciais por modelos disciplinares deram lugar a conceções promotoras da gestão da sala de aula como parte integrante do processo de aprendizagem. Os participantes expressaram um apoio crescente a sistemas de gestão da sala de aula inclusivos, contemplando apoios e intervenções de natureza comportamental, social e académica.
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