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Supervisão pedagógica: contributos para a sua análise no contexto da formação inicial de educadores de infância e professores do 1.º ciclo do ensino básico
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Advisor(s)
Abstract(s)
A Supervisão Pedagógica, nos nossos dias, é um modo de estar e operar na
educação, através da interação objetiva e refletida de ajudar a crescer e
desenvolver práticas educacionais, seja na formação inicial seja já no
desenvolvimento profissional.
Esta Investigação procurou conhecer a realidade da Formação Inicial de
Professores no ensino superior com o objetivo de: Identificar a presença da
Supervisão Pedagógica nos currículos nos cursos da Educação Pré-Escolar e do
1.º Ciclo do Ensino Básico que capacitam para a docência; Desvendar o processo
da prática da supervisão pedagógica nos cursos estudados; Conhecer as
recomendações que a Agência de Avaliação e acreditação do Ensino Superior
aponta para a melhoria das instituições e dos cursos.
Através de um estudo qualitativo descritivo e comparativo, foi investigado o
universo das universidades públicas e politécnicos públicos de Portugal. O acesso
foi feito através dos Planos de Estudo oficiais dos cursos elencados no ano letivo
2020/2021, os Diários da República que oficializam esses planos e os documentos
de avaliação da Agência de Avaliação e Acreditação do Ensino Superior publicados
entre 2014 e 2020. O Decreto-Lei n.º 79 de 14 de maio de 2014 orientou a análise
às estruturas curriculares dos cursos e a avaliação e acreditação dos mesmos.
Da análise apurada, destacaram-se congruências e discrepâncias com o
legislado. A classificação de práticas é díspar e não há consistência de conceitos
entre instituições. Existem desarmonias estruturais e de correlação entre créditos e
horas de prática (estágio). Os relatórios da Agência de Avaliação e Acreditação do
Ensino Superior recomendam como pontos a melhorar ou a atualizar, o currículo,
os objetivos das unidades curriculares, entre outras.
É de louvar, no entanto, o bom desempenho das instituições superiores, mas
com melhorias urgentes nos recursos, gestão e coordenação.
Pedagogical supervision is a way of being and operating in education, through the objective and reflected interaction of helping to grow and develop educational practices, either in initial training or already in professional practices. This research sought to know the reality of Teacher Training with the objective of: Identify the presence of Pedagogical Supervision in the curricula of the courses; Unveil the process of the practice of pedagogical supervision in the studied courses; Know the recommendations that the Portuguese Agency for Evaluation and Accreditation of Higher Education points out for the improvement of institutions and courses. Through a descriptive and comparative qualitative study, the universe of public universities and polytechnics in Portugal was investigated. The access was made through the official Study Plans of the courses in the academic year 2020/2021, the legal diplomas (Diários da República) that make these plans official and the evaluation documents of the Portuguese Agency for Assessment and Accreditation of Higher Education published between 2014 and 2020. One legal diploma (Decreto-Lei n. º 79/2014) guided the analysis of the curricular structures of the courses and their assessment and accreditation. From the refined analysis, congruencies and discrepancies with the legislated were highlighted. The classification of practices is disparate and there is no consistency of concepts between institutions. There are structural and correlation disharmonies between credits and hours of practice (internship). The reports of the Portuguese Agency for Assessment and Accreditation of Higher Education recommend as points to be improved or updated - the curriculum, the objectives of the course units, among others. However, the good performance of higher education institutions is commendable, but with urgent improvements in resources, management and coordination.
Pedagogical supervision is a way of being and operating in education, through the objective and reflected interaction of helping to grow and develop educational practices, either in initial training or already in professional practices. This research sought to know the reality of Teacher Training with the objective of: Identify the presence of Pedagogical Supervision in the curricula of the courses; Unveil the process of the practice of pedagogical supervision in the studied courses; Know the recommendations that the Portuguese Agency for Evaluation and Accreditation of Higher Education points out for the improvement of institutions and courses. Through a descriptive and comparative qualitative study, the universe of public universities and polytechnics in Portugal was investigated. The access was made through the official Study Plans of the courses in the academic year 2020/2021, the legal diplomas (Diários da República) that make these plans official and the evaluation documents of the Portuguese Agency for Assessment and Accreditation of Higher Education published between 2014 and 2020. One legal diploma (Decreto-Lei n. º 79/2014) guided the analysis of the curricular structures of the courses and their assessment and accreditation. From the refined analysis, congruencies and discrepancies with the legislated were highlighted. The classification of practices is disparate and there is no consistency of concepts between institutions. There are structural and correlation disharmonies between credits and hours of practice (internship). The reports of the Portuguese Agency for Assessment and Accreditation of Higher Education recommend as points to be improved or updated - the curriculum, the objectives of the course units, among others. However, the good performance of higher education institutions is commendable, but with urgent improvements in resources, management and coordination.
Description
Keywords
Supervisão pedagógica Formação de professores Plano de estudos Curriculum Estágios supervisionados Relatórios A3ES Pedagogical dupervision Initial teacher training Study plan Supervised internship Reporting A3ES
Citation
Viana, Paulo Jorge Natal dos Santos - Supervisão pedagógica [Em linha]: contributos para a sua análise no contexto da formação inicial de educadores de infância e professores do 1.º ciclo do ensino básico. [S.l.]: [s.n.], 2022. 92 p.