O pensamento e a ética na relação/avaliação pedagógica

Abstract

Assuming as necessary the integrative and mobilizing knowledge that allows us to adjust to each situation, I describe in this work my contribution for an alive school , capable of choosing its form to work, taking into account its curricular/ educative project, its management, its capacity and power to evaluate and the crucial role of intermediate management organs. I defend evaluation as a transformation and emancipation process, capable to strengthen the teaching professionalism as it perfects pedagogical practices, developing a professional ethics marked with responsibility and care. Conscious of this reality, I started by viewing models of ethics that allowed me an intrinsic reflectivity to the teaching performance. With Aristotle, we understand the importance of the fronesis (from the Greek phronesis - good sense; from the Latin, prudence), that enhances the virtues of a good deliberation. Kant, the philosopher of morality, with the formularization of the categorical imperative, provides us with the basic principles of all moral legislation: rationality, universality and constraint, and Ricoeur, with its ethical visée, convokes the individual to the sphere of social responsibility, implying forms of relation measured by the institutions and subdued to moral constraint. Next I present a reflection on education and performance valuing the search for optimization among professionals of education, education/culture as the aesthetic of intelligence, and education/school that should be propagated to youths on the XXI st century. Finally, my project, my construction, that has been expressed in the implementation of a pedagogical evaluation/ relation in my school, understood as an agglutinant element that allowed to strengthen and to stimulate the pedagogical cohesion and thus to harness its success.

Date of Award	16 Feb 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Cristina Palmeirão (Supervisor)