Loading...
Publication
Supervisão pedagógica entre pares: uma abordagem colaborativa para a construção de uma cultura de escola transformadora
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.53 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A prática pedagógica de cada docente é condicionada pelo seu referencial próprio
de crenças, imagens e valores, construídos ao longo da vida. Quando as escolas
procuram inovar em Educação e, sobretudo, quando essa inovação é disruptiva
relativamente à cultura anterior, os processos de mudança tornam-se
particularmente difíceis porque implicam, da parte dos seus principais agentes –
os professores – a capacidade e a aceitação para desconstruir analítica e
reflexivamente a profissionalidade e reconstruí-la de modo a dar sentido e
significado a uma nova cultura, profissional e de escola. Este não pode nem deve
ser um processo solitário. Vários autores afirmam que existe na supervisão
pedagógica entre pares esse potencial transformador, assente na relação
profissional colaborativa entre pares. Através das perceções de professores e
lideranças de uma escola privada com um modelo pedagógico próprio, que
atravessa um processo de profunda mudança, desenvolveu-se um estudo de
caso. Pretendeu averiguar-se de que modo a supervisão pedagógica entre pares
contribui para a reconstrução da cultura de escola, no sentido em que mobiliza os
docentes para a convergência de crenças e valores que pautam essa nova
cultura. Os dados obtidos a partir de entrevistas, documentos da escola,
observação e um questionário foram cruzados, analisados e interpretados à luz
dos conceitos de cultura de escola, liderança e supervisão pedagógica. Os
resultados evidenciam a relevância do estilo de liderança, da aprendizagem
colaborativa (não apenas entre docentes da escola, mas também entre escolas),
e ainda dos mecanismos de monitorização, revelando que a cultura docente está
a mudar, ainda que lentamente, de uma lógica de individualismo para uma de
colaboração, com influência determinante na reculturação da escola.
Teachers’ pedagogical practices are deeply influenced by their own background of beliefs, images and values built throughout their lives. When schools seek to innovate in Education and, especially, when this innovation is disruptive in relation to the previous culture, change becomes significantly difficult because it requires from teachers the ability and acceptance to analytically and reflexively unravel their professionality and rebuild it in order to give meaning and significance to a new professional and school culture. This cannot and should not be a solitary process. Many authors claim that peer supervision rooted in collaborative professional relationships holds this transformative potential. Through the perceptions of teachers and leaders of a school undergoing a process of profound change, this case study aimed to investigate how pedagogical peer supervision contributes to school reculturing, in the sense that it gathers teachers towards the confluence of beliefs and values that define this new culture. The data obtained from interviews, school documents, observation, and a questionnaire were cross-referenced, analyzed, and interpreted in light of the concepts of school culture, leadership, and pedagogical supervision. The results show the relevance of leadership style, collaborative learning (not only among school teachers but also between schools), as well as monitoring mechanisms, revealing that the teaching culture is changing, albeit slowly, from a logic of individualism to one of collaboration, with decisive influence on the reculturing of the school.
Teachers’ pedagogical practices are deeply influenced by their own background of beliefs, images and values built throughout their lives. When schools seek to innovate in Education and, especially, when this innovation is disruptive in relation to the previous culture, change becomes significantly difficult because it requires from teachers the ability and acceptance to analytically and reflexively unravel their professionality and rebuild it in order to give meaning and significance to a new professional and school culture. This cannot and should not be a solitary process. Many authors claim that peer supervision rooted in collaborative professional relationships holds this transformative potential. Through the perceptions of teachers and leaders of a school undergoing a process of profound change, this case study aimed to investigate how pedagogical peer supervision contributes to school reculturing, in the sense that it gathers teachers towards the confluence of beliefs and values that define this new culture. The data obtained from interviews, school documents, observation, and a questionnaire were cross-referenced, analyzed, and interpreted in light of the concepts of school culture, leadership, and pedagogical supervision. The results show the relevance of leadership style, collaborative learning (not only among school teachers but also between schools), as well as monitoring mechanisms, revealing that the teaching culture is changing, albeit slowly, from a logic of individualism to one of collaboration, with decisive influence on the reculturing of the school.
Description
Keywords
Cultura de escola Supervisão pedagógica horizontal Cultura profissional docente Trabalho colaborativo Liderança School culture Peer supervision Teacher culture Collaborative work Leadership
Pedagogical Context
Citation
Ladeiro, Joana Isabel Ramos Rodrigues Moreira - Supervisão pedagógica entre pares [Em linha]: uma abordagem colaborativa para a construção de uma cultura de escola transformadora. [S.l.]: [s.n.], 2023. 213 p.