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Da supervisão à colaboração: uma comunidade de prática virtual
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Abstract(s)
Uma das grandes características do nosso século assenta na tecnologia digital, pelo que
não podemos alicerçar o grande pilar da sociedade que é a educação num sistema que a
ela se alheie. Dizia Camões, mudam-se os tempos, mudam-se as vontades e,
acrescentamos, as necessidades, pelo que o caminho terá de passar por uma simbiose
significativa, eficaz e eficiente, entre o passado e o presente, o tradicional e o digital. As
tecnologias digitais devem, pois, ser encaradas não apenas como meros instrumentos, mas
enquanto potenciadoras da criação de um ambiente vivo num ecossistema educacional
plural e diversificado. Esta conceção ganhou ainda mais sentido no momento em que
decorreu este estudo, marcado pela pandemia da COVID-19, que obrigou toda a
comunidade educativa a (re)inventar-se, no sentido de encontrar respostas de processos a
distância para uma situação inevitável.
É neste enquadramento que perspetivámos a elaboração de um estudo assente na
dinamização, pela investigadora, de uma comunidade de prática virtual (CoPV), num
agrupamento de escolas (AE), na plataforma MS Teams, como contexto associado a um
processo de supervisão pedagógica com vista à promoção do trabalho colaborativo. A
referida CoPV surge na sequência da oficina de formação MAIA (Projeto de Monitorização,
Acompanhamento e Investigação em Avaliação Pedagógica), frequentada pela
investigadora no ano letivo 2019/2020, e cujo produto final foi um projeto de intervenção
no âmbito de práticas de avaliação a ser implementado no agrupamento de escolas onde
a investigação ocorreu. Assim, temos como locus da nossa investigação um agrupamento
de pequena dimensão, situado em meio rural, e como participantes no estudo todo o corpo
docente desse mesmo agrupamento, constituído por 45 professores (excluída a
investigadora), desde a educação pré-escolar (EPE) ao ensino secundário profissional (ESP).
Assim, no estudo realizado, pretendeu-se compreender de que forma a participação na
referida CoPV contribuiu, na perspetiva dos participantes, para o seu desenvolvimento
profissional, enquanto contexto de interação e colaboração integrado num processo de
supervisão horizontal, entre pares, concretamente no que diz respeito a práticas de avaliação. Pretendeu-se ainda averiguar a relevância do papel da investigadora, enquanto moderadora
da CoPV, também na perspetiva dos participantes.
A revisão bibliográfica foi, assim, orientada para as duas dimensões do estudo: por um lado,
a supervisão horizontal, colaborativa, entre pares, assente em relações dialógicas e de
partilha com vista ao desenvolvimento profissional docente (DPD); e, por outro lado, a
forma como ela pode ser sustentada por uma CoPV, a qual se afasta dos contextos
tradicionais em que decorre o processo supervisivo nas escolas.
Tratou-se de um estudo de caso, enquadrado no paradigma interpretativo, pois teve como
objetivo a compreensão de um fenómeno de acordo com a perspetiva e interpretação dos
sujeitos participantes. Para o efeito, utilizaram-se diversas técnicas e instrumentos de
recolha de dados: questionários, entrevistas semiestruturadas, diário de bordo e a própria
CoPV.
Tendo em conta que esta é uma área recente, pouco explorada/investigada, existindo um
número limitado de estudos acerca da temática, esperamos que os resultados desta
investigação possam vir a contribuir para uma maior compreensão do fenómeno em causa
e servir de fonte, e também de inspiração, para futuros estudos e eventuais modelos de
supervisão a implementar no agrupamento em causa ou noutros.
One of the great characteristics of our century is based on digital technology, so we cannot establish the great pillar of society that is education on a system that is alien to it. Camões said, times change, desires change. We must add, needs change too, so the path will have to go through a significant, effective, and efficient symbiosis between the past and the present, the traditional and the digital. Digital technologies must, therefore, be seen not just as mere instruments, but as enablers of the creation of a living environment in a plural and diversified educational ecosystem. This conception earned a deeper meaning at the time this study was carried out, marked by the COVID-19 pandemic, which forced the entire educational community to (re)invent itself, as to find answers for remote processes to an inevitable situation. It is within this framework that we envisaged the development of a study based on the development, by the researcher, of a virtual community of practice in a group of schools, on the MS Teams platform, as a context associated with a process of pedagogical supervision aiming at the promotion of collaborative work. That virtual community follows on from the MAIA training workshop (Project for Monitoring, Accompaniment and Research in Pedagogical Assessment), attended by the researcher in the 2019/2020 school year, which had as final product an intervention project within the scope of assessment practices to be implemented in the school where the investigation took place. Thus, in this study, we aimed at understanding how the participation in the virtual community of practice contributed, from participants’ perspective to their professional development, as a context of interaction and collaboration integrated in a process of horizontal supervision, between peers, specifically focused on assessment practices. It was also intended to ascertain the relevance of the role of the researcher, as a moderator of the virtual community, also from the participants’ point of view. The bibliographic review was thus be oriented towards these two dimensions of the study: on the one hand, horizontal, collaborative supervision between peers, based on dialogic and sharing relationships aiming at teachers’ professional development; and, on the other hand, the way in which it can be supported by a virtual community of practice, which diverges from the traditional contexts in which the supervision process takes place in schools. It was a case study, framed in the interpretative paradigm, as it aimed to understand a phenomenon according to the perspective and interpretation of the participating subjects. For this purpose, we used various data collection techniques and instruments: questionnaires, semi-structured interviews, field notes and the virtual community of practice itself. Bearing in mind that this is a recent area, scarcely explored/investigated, with a limited number of studies on the subject, we hope that the results of this investigation may contribute to a greater understanding of the phenomenon in question and become a source, and also an inspiration, for future studies and possible supervision models to be implemented in the school in question or others.
One of the great characteristics of our century is based on digital technology, so we cannot establish the great pillar of society that is education on a system that is alien to it. Camões said, times change, desires change. We must add, needs change too, so the path will have to go through a significant, effective, and efficient symbiosis between the past and the present, the traditional and the digital. Digital technologies must, therefore, be seen not just as mere instruments, but as enablers of the creation of a living environment in a plural and diversified educational ecosystem. This conception earned a deeper meaning at the time this study was carried out, marked by the COVID-19 pandemic, which forced the entire educational community to (re)invent itself, as to find answers for remote processes to an inevitable situation. It is within this framework that we envisaged the development of a study based on the development, by the researcher, of a virtual community of practice in a group of schools, on the MS Teams platform, as a context associated with a process of pedagogical supervision aiming at the promotion of collaborative work. That virtual community follows on from the MAIA training workshop (Project for Monitoring, Accompaniment and Research in Pedagogical Assessment), attended by the researcher in the 2019/2020 school year, which had as final product an intervention project within the scope of assessment practices to be implemented in the school where the investigation took place. Thus, in this study, we aimed at understanding how the participation in the virtual community of practice contributed, from participants’ perspective to their professional development, as a context of interaction and collaboration integrated in a process of horizontal supervision, between peers, specifically focused on assessment practices. It was also intended to ascertain the relevance of the role of the researcher, as a moderator of the virtual community, also from the participants’ point of view. The bibliographic review was thus be oriented towards these two dimensions of the study: on the one hand, horizontal, collaborative supervision between peers, based on dialogic and sharing relationships aiming at teachers’ professional development; and, on the other hand, the way in which it can be supported by a virtual community of practice, which diverges from the traditional contexts in which the supervision process takes place in schools. It was a case study, framed in the interpretative paradigm, as it aimed to understand a phenomenon according to the perspective and interpretation of the participating subjects. For this purpose, we used various data collection techniques and instruments: questionnaires, semi-structured interviews, field notes and the virtual community of practice itself. Bearing in mind that this is a recent area, scarcely explored/investigated, with a limited number of studies on the subject, we hope that the results of this investigation may contribute to a greater understanding of the phenomenon in question and become a source, and also an inspiration, for future studies and possible supervision models to be implemented in the school in question or others.
Description
Keywords
Supervisão pedagógica horizontal Colaboração Comunidade de prática virtual Desenvolvimento profissional docente Horizontal pedagogical supervision Collaboration Virtual community of practice Teacher professional development
Citation
Serrano, Sílvia - Da supervisão à colaboração [Em linha]: uma comunidade de prática virtual. [S.l.]: [s.n.], 2023. 571 p.