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Supervisão pedagógica no contexto educativo português: sintomas, perspetivas e práticas
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Advisor(s)
Abstract(s)
Este artigo baseia-se numa investigação realizada na Universidade Aberta no âmbito do
mestrado em Supervisão Pedagógica. Assume um caráter exploratório, analisando uma
amostra não probabilística de docentes, a lecionar nas diferentes regiões educativas do país
e em distintas fases do seu percurso profissional. Parte da assunção, de caráter
psicossocial, de que o indivíduo e o meio surgem conectados numa relação dialética que os
torna interdependentes. Procura conhecer as perspetivas dos docentes acerca da forma como estes valorizam
e como reconhecem estarem presentes, nos processos de supervisão pedagógica
(SvP) vivenciados, os principais conceitos de SvP que suportam a sua prática hodierna,
apresentados sob a forma de afirmações e qual o contributo atribuído pelos docentes
às práticas de SvP vivenciadas sobre a modificação das suas práticas pedagógicas, o
aumento do sucesso dos seus alunos, o seu desenvolvimento profissional o
desenvolvimento do autoconhecimento e crescimento pessoal. Metodologicamente,
optou-se por um estudo quantitativo-interpretativo com a aplicação de um inquérito por
questionário com respostas fechadas, associadas a uma escala Likert de cinco itens. A
análise dos resultados foi orientada pelas seguintes caraterísticas sociodemográficas: i)
o tipo de vínculo laboral; ii) o tempo de serviço; iii) as regiões educativas onde
lecionam. Os resultados são sintomáticos de que existe, por parte dos docentes uma
valorização dos principais construtos teórico-práticos que consubstanciam a SvP, mas
os participantes consideram a sua presença, nos processos de SvP vivenciados,
bastante mitigada. O contributo das práticas de SvP sobre os quatro aspetos
supracitados é considerado, pelos participantes, igualmente bastante reduzido.
This article is based on research conducted at Universidade Aberta as part of the master’s degree in pedagogical Supervision. It is exploratory in nature, analyzing a nonprobabilistic sample of teachers teaching in different educational regions of the country and at different stages of their professional career. It starts from the psychosocial assumption that the individual and the environment are connected in a dialectical relationship that makes them interdependent. From this point on, it seeks to answer the following research questions: to know the perspectives that teachers attribute to the concepts of pedagogical supervision (PSv) that support the current practice of PSv presented in the form of statements; the contribution attributed by teachers to the PSv practices experienced on the modification of their teaching practices; the increase in the success of their students, their professional development, the development of selfknowledge and personal growth; the relationship between the perspectives, symptoms, and effects felt, and sociodemographic characteristics. Methodologically, a quantitativeinterpretative paradigm was used with the application of a questionnaire survey with closed answers consisting of Likert scales of five items. The analysis of the results was guided by four dimensions of analysis: i) sociodemographic characterization; ii) type of employment relationship; iii) length of service; iv) the educational regions where they teach. The results point to an appreciation of the main theoretical-practical constructs that substantiate pedagogical supervision but consider their presence in the PSv processes experienced to be quite mitigated. The contribution of PSv practices on the four aspects mentioned above is also considered very low.
This article is based on research conducted at Universidade Aberta as part of the master’s degree in pedagogical Supervision. It is exploratory in nature, analyzing a nonprobabilistic sample of teachers teaching in different educational regions of the country and at different stages of their professional career. It starts from the psychosocial assumption that the individual and the environment are connected in a dialectical relationship that makes them interdependent. From this point on, it seeks to answer the following research questions: to know the perspectives that teachers attribute to the concepts of pedagogical supervision (PSv) that support the current practice of PSv presented in the form of statements; the contribution attributed by teachers to the PSv practices experienced on the modification of their teaching practices; the increase in the success of their students, their professional development, the development of selfknowledge and personal growth; the relationship between the perspectives, symptoms, and effects felt, and sociodemographic characteristics. Methodologically, a quantitativeinterpretative paradigm was used with the application of a questionnaire survey with closed answers consisting of Likert scales of five items. The analysis of the results was guided by four dimensions of analysis: i) sociodemographic characterization; ii) type of employment relationship; iii) length of service; iv) the educational regions where they teach. The results point to an appreciation of the main theoretical-practical constructs that substantiate pedagogical supervision but consider their presence in the PSv processes experienced to be quite mitigated. The contribution of PSv practices on the four aspects mentioned above is also considered very low.
Description
Keywords
Supervisão pedagógica Práticas docentes Sintomas Perspetivas Pedagogical supervision Teaching practices Symptoms Perspectives
Citation
Romeiro, D., Henriques, S. (2023). Supervisão Pedagógica no contexto educativo português: sintomas, perspetivas e práticas. South America Development Society Journal, 9(27), 291-313
Publisher
South American Development Society