Loading...
Publication
Perceções e práticas da supervisão pedagógica: um estudo realizado na Guiné Bissau
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.9 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O estudo proposto nesta pesquisa situa-se no âmbito da supervisão pedagógica..
Pretende compreender de que modo é entendida e funciona a supervisão pedagógica nas
escolas selecionadas, isto é, como é entendida pelas direções e pelos professores e de
que forma influencia o desempenho das funções docentes. Enquadra-se assim a
supervisão que se estende a toda a ação pedagógica, podendo ser considerada como uma
peça fundamental na gestão escolar. Por outro lado, entende-se a supervisão pedagógica
como um dispositivo de formação, não apenas associada à formação inicial de
professores, mas também à formação ao longo da vida. Enquanto dispositivo da
formação contínua, as atividades de supervisão e pedagógicas fazem parte de um
mesmo projeto, o de melhorar a qualidade da ação educativa. Decorre, desta ideia, o
pressuposto básico de que a pedagogia sem supervisão será menos pedagógica. seja,
qualquer professor, no exercício da sua profissão deverá. Neste sentido, a supervisão
surge como uma necessidade da ação profissional consciente e deliberada de cada
professor que contribui para a regular criticamente a sua ação e contribui de forma
determinante para o seu crescimento e autonomia profissional (Vieira & Moreira, 2011).
Esta ideia, de supervisão como processo de formação profissional e humano ao longo da
vida, já era defendida por Alarcão e Tavares (2003), ao afirmarem que “no quadro de
formação contínua, a supervisão da prática pedagógica emerge como uma auto e
heteroavaliação, comprometida e colaborante, em que os professores se entreajudam a
desenvolver-se e a melhorar o seu próprio ensino” (p.148).
É, por isso, seu objetivo geral, analisar e reflectir sobre o processo de implementação
da supervisão pedagógica nas escolas seleccionadas. De um modo mais específico o
estudo pretende:
- Identificar percepções sobre supervisão pedagógica nas escolas seleccionadas;
- Identificar os modos e a forma como funciona a supervisão pedagógicas nas referidas
escolas;
- Identificar os efeitos da implementação da prática da supervisão pedagógica nessas
escolas.
O estudo segue uma abordagem fundamentalmente qualitativa, descritiva e
interpretativa embora tenham sido usadas técnicas de recolha de dados de natureza
qualitativa e quantitativa. As técnicas de recolha de dados foram as entrevista aos
diretores das escolas e o questionário aplicado a professores. A análise de documentos
institucionais e de normativos foi também utilizada para contextualizar e fundamentar o
estudo realizado. Os resultados obtidos foram analisados à luz das seguintes questões de
investigação: 1) De que modo é entendida e funciona a supervisão pedagógica nas
escolas selecionadas? 2) Que relação existe entre as práticas de supervisão e o conceito
de formação contínua? 3) Quais foram os efeitos no desenvolvimento profissional dos
professores em resultado da supervisão pedagógica realizada nas escolas selecionadas?
5) Quais são as vantagens e os constrangimentos na prática da supervisão pedagógica
nas escolas onde se realiza o estudo?
O estudo permitiu constatar que nas escolas seleccionadas se tende para um
entendimento de supervisão como forma de controle, expressa pelos diretores, enquanto
que os professores inquiridos valorizam mais uma conceção de tipo colaborativo, que
facilite a melhoria das práticas pedagógicas. Desse modo, sobre as práticas atuais de
supervisão pedagógica das escolas, descritas e analisadas neste trabalho, é possível
identificar duas finalidades: a da garantia da qualidade do serviço educativo que a
escola presta e a possibilidade de assegurar mais formação aos professores.
The study proposed in this research is within the scope of pedagogical supervision. It intends to understand how pedagogical supervision is understood and works in selected schools, that is, how it is understood by directors and teachers and how it influences the performance of teaching functions. Thus, supervision that extends to the entire pedagogical action is framed, and can be considered as a fundamental part of school management. On the other hand, pedagogical supervision is understood as a training device, not only associated with initial teacher training, but also with lifelong training. As a device for continuing education, supervision and pedagogical activities are part of the same project, which is to improve the quality of educational action. From this idea follows the basic assumption that unsupervised pedagogy will be less pedagogical. that is, any teacher, in the exercise of his profession, should. In this sense, supervision emerges as a need for conscious and deliberate professional action of each teacher who contributes to critically regulate their action and contributes in a decisive way to their growth and professional autonomy (Vieira & Moreira, 2011). This idea, of supervision as a process of professional and human training throughout life, was already defended by Alarcão and Tavares (2003), who stated that “in the context of continuous training, supervision of pedagogical practice emerges as a self and hetero-assessment, committed and collaborative, in which teachers help each other to develop and improve their own teaching” (p.148). Therefore, its general objective is to analyze and reflect on the process of implementing pedagogical supervision in selected schools. More specifically, the study aims to: - Identify perceptions about pedagogical supervision in selected schools; - Identify the ways and how the pedagogical supervision works in the referred schools; - Identify the effects of implementing the practice of pedagogical supervision in these schools. The study follows a fundamentally qualitative, descriptive and interpretive approach, although qualitative and quantitative data collection techniques were used. The data collection techniques were interviews with school principals and a questionnaire applied to teachers. The analysis of institutional documents and regulations was also used to contextualize and support the study carried out. The results obtained were analyzed in the light of the following research questions: 1) How is pedagogical supervision understood and operated in the selected schools? 2) What is the relationship between supervisory practices and the concept of continuing education? 3) What were the effects on the professional development of teachers as a result of the pedagogical supervision carried out in the selected schools? 5) What are the advantages and constraints in the practice of pedagogical supervision in the schools where the study takes place? The study showed that in the selected schools there is a tendency towards an understanding of supervision as a form of control, expressed by the principals, while the inquired teachers value more a collaborative conception, which facilitates the improvement of pedagogical practices. Thus, on the current practices of pedagogical supervision of schools, described and analyzed in this work, it is possible to identify two purposes: that of guaranteeing the quality of the educational service provided by the school and the possibility of ensuring more training for teachers.
The study proposed in this research is within the scope of pedagogical supervision. It intends to understand how pedagogical supervision is understood and works in selected schools, that is, how it is understood by directors and teachers and how it influences the performance of teaching functions. Thus, supervision that extends to the entire pedagogical action is framed, and can be considered as a fundamental part of school management. On the other hand, pedagogical supervision is understood as a training device, not only associated with initial teacher training, but also with lifelong training. As a device for continuing education, supervision and pedagogical activities are part of the same project, which is to improve the quality of educational action. From this idea follows the basic assumption that unsupervised pedagogy will be less pedagogical. that is, any teacher, in the exercise of his profession, should. In this sense, supervision emerges as a need for conscious and deliberate professional action of each teacher who contributes to critically regulate their action and contributes in a decisive way to their growth and professional autonomy (Vieira & Moreira, 2011). This idea, of supervision as a process of professional and human training throughout life, was already defended by Alarcão and Tavares (2003), who stated that “in the context of continuous training, supervision of pedagogical practice emerges as a self and hetero-assessment, committed and collaborative, in which teachers help each other to develop and improve their own teaching” (p.148). Therefore, its general objective is to analyze and reflect on the process of implementing pedagogical supervision in selected schools. More specifically, the study aims to: - Identify perceptions about pedagogical supervision in selected schools; - Identify the ways and how the pedagogical supervision works in the referred schools; - Identify the effects of implementing the practice of pedagogical supervision in these schools. The study follows a fundamentally qualitative, descriptive and interpretive approach, although qualitative and quantitative data collection techniques were used. The data collection techniques were interviews with school principals and a questionnaire applied to teachers. The analysis of institutional documents and regulations was also used to contextualize and support the study carried out. The results obtained were analyzed in the light of the following research questions: 1) How is pedagogical supervision understood and operated in the selected schools? 2) What is the relationship between supervisory practices and the concept of continuing education? 3) What were the effects on the professional development of teachers as a result of the pedagogical supervision carried out in the selected schools? 5) What are the advantages and constraints in the practice of pedagogical supervision in the schools where the study takes place? The study showed that in the selected schools there is a tendency towards an understanding of supervision as a form of control, expressed by the principals, while the inquired teachers value more a collaborative conception, which facilitates the improvement of pedagogical practices. Thus, on the current practices of pedagogical supervision of schools, described and analyzed in this work, it is possible to identify two purposes: that of guaranteeing the quality of the educational service provided by the school and the possibility of ensuring more training for teachers.
Description
Keywords
Supervisão pedagógica Formação de professores Desenvolvimento profissional Professores Práticas pedagógicas Guiné-Bissau Pedagogical supervision Teacher training Professional development of teachers Pedagogical practices Guinea Bissau
Pedagogical Context
Citation
Silva, N´gome da - Perceções e práticas da supervisão pedagógica [Em linha]: um estudo realizado na Guiné Bissau. [S.l.]: [s.n.], 2022. 122 p.