O professor, a escola e a sala de aula

: reflexões apoiadas num caso de estudo

Abstract

Starting from a reflexive narrative about a professional career as a public school teacher, this report discusses on two domains of the school organization: the tangible aspects of culture under the point of view of the organization, and students’ perception of the climate on the classroom, underlying the pedagogical relationship. Culture and climate are the two school dimensions that are discussed in this work, given they are important in the formation of (un)favourable contexts for professional development, and especially in the creation of effective and significant apprenticeship. Assuming the premise that school culture is a common referential structure, because it creates rules and guiding norms to understand, think and feel the school function, we analyze how certain organizational practices can give a different dimension to the school culture and, based on a case study, we also analyze the school culture impact on the daily routine, including the classroom and the pedagogical relationship. In this domain, we adopt the constructivist cultural concept, in which the climate is considered one of its elements. Taking into account that the aim of any educational action is students’ success, we analyze how the classroom climate, measured as their perceptions about the pedagogical relationship and motivation, influences their ability to learn.

Date of Award	14 Sept 2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joaquim Machado (Supervisor)