A construção partilhada de uma Escola de Educação como organização aprendente

Abstract

In this article we aim to reflect on the process of building the identity of an initial training school for early childhood educators and primary school teachers. This reflection is supported and guided by the concept of learning organization and its various components. Finally, we characterize our vision of the training identity, organized into five structuring axes: the importance of the pedagogical relationship; support for grounded reflexivity; a systemic perspective; the centrality of play in early childhood pedagogy and valuing expressions in the pedagogical approach. We conclude that this is a process in permanent reconstruction in order to keep the School of Education's identity alive and regenerative, while facing contextual and legislative constraints.