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Supervisão da prática pedagógica : um processo de aperfeiçoamento do desenvolvimento profissional, estudo de caso escola do II ciclo do ensino secundário em Viana-Luanda, Angola
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Abstract(s)
O presente trabalho de investigação enquadrou-se na temática da supervisão, observação, orientação e avaliação pedagógica e visou compreender a forma de atuação do professor do 2º ciclo do ensino secundário no contexto de sala de aula, sobretudo em aspetos relativos a supervisão pedagógica, a influência exercida pelo supervisor pedagógico no processo de ensino-aprendizagem, contribuindo deste modo para a melhoria do desenvolvimento profissional.
Em Angola, tem ocorrido recentemente mudanças sistemáticas ao nível da carreira docente que na maioria das vezes quando abordado causa sempre algum suspanse, um clima de desconforto e até mesmo discordância na forma como são analisados os vários contextos.
Esta investigação decorreu num contexto educativo específico, na escola do 2º ciclo do ensino secundário, e optamos por utilizar uma abordagem qualitativa. Foi aplicado um inquérito por entrevista semiestruturada acerca de 6 professores com um tempo de serviço de 6 anos e há outros 9 professores com mais de 10 anos de serviço. Os dados obtidos foram sujeitos a análise tendo como pressuposto aos objetivos a que nos propusemos atingir. Os resultados obtidos tiveram como evidências a importância que o processo de supervisão tem como uma atividade ligada a orientação, a observação, avaliação, às competências profissionais e a inovação dos professores.
Abordamos as diferenças da supervisão no que respeita ao supervisor e ao supervisionado e analisamos as formas e as dimensões dessa supervisão, bem como os estilos que o supervisor deverá assumir. Pois a nossa passagem por diversas escolas em diferentes funções ao longo do nosso percurso profissional remete-nos a uma profunda reflexão sobre o impacto da supervisão da prática pedagógica no processo de ensino-aprendizagem, no desenvolvimento profissional de professores, bem como no desenvolvimento organizacional da escola, traduzindo em potenciais benefícios e profundas mudanças no contexto educativo.
A Supervisão Pedagógica deve fazer parte de todo o sistema de garantia da qualidade educativa, em que as formas e responsabilidades pelo assessoramento pedagógico e monitoramento da qualidade dos resultados de aprendizagem se distribuem dentro de uma estrutura (com níveis distintos) coerente e funcional. O papel de um Sistema Nacional de Supervisão Pedagógica é apoiar o melhoramento da qualidade de ensino de acordo com as políticas e diretrizes escolhidas.
A Supervisão Pedagógica em Angola deve ter uma sustentação metodológica clara, baseada no desenvolvimento das competências técnicas, não pode ser desenvolvida no vazio, ou com referências técnico-pedagógicos ambíguos ou muito gerais, tais como “supervisão baseada na escola”, já que isso não significa nada desde um ponto de vista técnico, dando abertura para a existência de cacofonia de formações sem marco metodológico válido. Essa debilidade na tomada de decisões metodológicas é a que levou o Ministério da Educação a buscar a implantação de um Plano Mestre de Formação de Professores em Angola e é o que se quer corrigir com ações articuladas e coerentes.
The present research project consists in analysing the supervision, observation, orientation and the pedagogic evaluation, as well as understand the way Teacher of Secondary School acts in classroom environment context, relatively in pedagogic supervision aspects, and its influence related to teaching learning pedagogic process, contributing for professional development. However, in Angola, has been occurring a systematic change through Teacher career shift, that in majority of the cases it seems strange and brings uncomfortable environment as well as disagreement in the way different contexts are analysed or judged. This research occurs in specific Education context, at 2nd Cycle School of Secondary Teaching, and we shall use qualitative contents. On the other hand, it will be applied a semi-structured interview inquire, to 20 recent graduated Teachers and other inquires to the others Teachers with a variable professional experience from 6 to 30 years of working. In addition, the gathered data will be analysed to arrive in the term of our aim. However, the gathered result will have as an evidence the importance of supervision process has in orientation, observation, Evaluation, as well as the professional competences and innovation. We are going to present different arguments of supervision to the supervisor and to the supervised, and analyse the different dimension of such supervision, as well as the style the supervisor might assume. So that our working experience during all Schools we have worked, and different functions and charges we have passed, leads us in a deeper reflection on the impact of supervision in pedagogic practice in teaching learning process, for Teachers professional development, as well as for School organizational development, contributing for potential benefits and constants changes in Educational context. The Pedagogic Supervision might be bond to all Educational system to enhance quality, in which all the ways of pedagogic assistance and quality of learning results be distributed in a structure (with distinct levels), coherent and functional. In addition, the aim of a National Pedagogic Supervision System is to help Education quality succeed with the chosen directrizes. Finally, the Pedagogic supervision in Angola might have a clear methodological support, based on technical competences development and cannot be developed in an empty or with ambiguous and too general pedagogic techniques references as “the based School supervision only” so that this does not mean anything in a technical point of view, bringing out a formation cacophony without any valid methodology issues. However, these weakness methodology decision make is what led Education Minister search for an implementation of Teachers Mastery Formation Plane in Angola, however, this is what we need to correct with coherent and articulated actions.
The present research project consists in analysing the supervision, observation, orientation and the pedagogic evaluation, as well as understand the way Teacher of Secondary School acts in classroom environment context, relatively in pedagogic supervision aspects, and its influence related to teaching learning pedagogic process, contributing for professional development. However, in Angola, has been occurring a systematic change through Teacher career shift, that in majority of the cases it seems strange and brings uncomfortable environment as well as disagreement in the way different contexts are analysed or judged. This research occurs in specific Education context, at 2nd Cycle School of Secondary Teaching, and we shall use qualitative contents. On the other hand, it will be applied a semi-structured interview inquire, to 20 recent graduated Teachers and other inquires to the others Teachers with a variable professional experience from 6 to 30 years of working. In addition, the gathered data will be analysed to arrive in the term of our aim. However, the gathered result will have as an evidence the importance of supervision process has in orientation, observation, Evaluation, as well as the professional competences and innovation. We are going to present different arguments of supervision to the supervisor and to the supervised, and analyse the different dimension of such supervision, as well as the style the supervisor might assume. So that our working experience during all Schools we have worked, and different functions and charges we have passed, leads us in a deeper reflection on the impact of supervision in pedagogic practice in teaching learning process, for Teachers professional development, as well as for School organizational development, contributing for potential benefits and constants changes in Educational context. The Pedagogic Supervision might be bond to all Educational system to enhance quality, in which all the ways of pedagogic assistance and quality of learning results be distributed in a structure (with distinct levels), coherent and functional. In addition, the aim of a National Pedagogic Supervision System is to help Education quality succeed with the chosen directrizes. Finally, the Pedagogic supervision in Angola might have a clear methodological support, based on technical competences development and cannot be developed in an empty or with ambiguous and too general pedagogic techniques references as “the based School supervision only” so that this does not mean anything in a technical point of view, bringing out a formation cacophony without any valid methodology issues. However, these weakness methodology decision make is what led Education Minister search for an implementation of Teachers Mastery Formation Plane in Angola, however, this is what we need to correct with coherent and articulated actions.
Description
Keywords
Escola Supervisão pedagógica Prática pedagógica Desenvolvimento profissional Prática reflexiva Ensino secundário Estudo de casos Angola Luanda Reflexive practices Pedagogic supervision Supervisor Professional development Learning school
Citation
Miguel, António dos Santos João - Supervisão da prática pedagógica [Em linha]: um processo de aperfeiçoamento do desenvolvimento profissional, estudo de caso escola do II ciclo do ensino secundário em Viana-Luanda, Angola. Luanda: [s.n.], 2018. 139 p.