Loading...
Publication
O impacto da supervisão pedagógica na formação contínua de professores do ciclo fundamental: estudo de caso realizado em uma escola de ensino elementar, no Senegal
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.37 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Esse trabalho pretende fomentar a reflexão sobre a supervisão pedagógica no
Senegal e sua relação com a formação contínua dos professores, verificando o
impacto que a primeira exerce sobre a segunda e como os professores implicados
percebem esse fenômeno.
Conceitua a supervisão, buscando conhecer seu desenvolvimento e modalidades
e apresenta o sistema educativo senegalês e seu modelo de supervisão e formação
nos diferentes níveis para finalmente se debruçar sobre o fenômeno dentro da
escola, buscando caminhar com os atores, auscultando suas percepções e
reflexões.
Buscando entender a visão de quem olha de dentro, procedeu-se a uma
dissertação exploratória na modalidade de estudo de caso e de natureza qualitativa.
Os professores e supervisores de uma escola de ensino elementar e inspetores de
educação, através de entrevistas semiestruturadas e grupos focais contribuíram
com suas percepções e reflexões sobre as lacunas da formação inicial, o dispositivo
de formação contínua, resultando no desenho de uma colaboração ainda mais
próxima da supervisão e da formação. Da construção e da aplicação do
conhecimento e saberes.
This paper aims to encourage reflection on pedagogical supervision in Senegal and its relationship with in-service teacher training, checking the impact that the former has on the latter and how the teachers involved perceive this phenomenon. It conceptualizes supervision, seeking to understand its development and modalities, and presents the Senegalese education system and its model of supervision and training at the different levels, to finally look at the phenomenon within the school, seeking to walk with the actors, listening to their perceptions and reflections. In order to understand the view from the inside, an exploratory dissertation was carried out in the form of a qualitative case study. Through semi-structured interviews and focus groups, the teachers and supervisors of an elementary school and the education inspectors contributed their perceptions and reflections on the shortcomings of initial training and the provision of ongoing training, resulting in the design of an even closer collaboration between supervision and training. The construction and application of knowledge and know-how.
This paper aims to encourage reflection on pedagogical supervision in Senegal and its relationship with in-service teacher training, checking the impact that the former has on the latter and how the teachers involved perceive this phenomenon. It conceptualizes supervision, seeking to understand its development and modalities, and presents the Senegalese education system and its model of supervision and training at the different levels, to finally look at the phenomenon within the school, seeking to walk with the actors, listening to their perceptions and reflections. In order to understand the view from the inside, an exploratory dissertation was carried out in the form of a qualitative case study. Through semi-structured interviews and focus groups, the teachers and supervisors of an elementary school and the education inspectors contributed their perceptions and reflections on the shortcomings of initial training and the provision of ongoing training, resulting in the design of an even closer collaboration between supervision and training. The construction and application of knowledge and know-how.
Description
Keywords
Supervisão pedagógica Desenvolvimento profissional Formação contínua Professor reflexivo Professores Senegal Pedagogical supervision Professional development Continuing education Reflective teacher Senegalese teachers
Citation
Santos, Denise Afonso Sabino - O impacto da supervisão pedagógica na formação contínua de professores do ciclo fundamental [Em linha]: estudo de caso realizado em uma escola de ensino elementar, no Senegal. [S.l.]: [s.n.], [2024]. 217 p.