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Abstract(s)
É através do conhecimento e da competência do fazer do professor, junto ao aluno, que se
justifica a implementação de uma ação de supervisão, da prática letiva, enquanto estratégia
formativa, centrada no contexto de trabalho, uma resposta possível que, através da
observação direta das práticas, da reflexão e da construção colaborativa de conhecimento,
facilite a resolução de problemas, promova o desenvolvimento profissional e a inovação
curricular, aumentando a eficácia docente.
Por conseguinte, a revisão da literatura evidencia que a supervisão pedagógica pode emergir
como plataforma individual e organizacional capaz de promover estratégias que potenciem
o trabalho colaborativo e reforcem a identidade docente.
Neste contexto, optamos por uma investigação de natureza qualitativa, concretamente, pelo
estudo de caso, recorrendo, para isso, à entrevista de supervisores/coordenadores e dois focus
groups de supervisionados. Através da metodologia de análise de conteúdo os principais
resultados permitem concluir que há conhecimento das funções supervisoras e das
competências do supervisor e que, embora informais, existem momentos de reflexão
conjunta entre docentes. A nível de práticas letivas de supervisão pedagógica, existe ainda
um longo caminho a palmilhar. Considera-se que o sucesso e otimização de todo este
processo depende de forma determinante do modo como os professores e as lideranças se
posicionam relativamente à sua utilidade e validade educativa. Pensamos que passará pela
necessidade de normalizar a implementação de mecanismos de supervisão bem como de
ponderar acerca da sua relevância. Neste estudo constatamos ainda que um dos grandes
entraves quer às práticas supervisivas, quer às colaborativas advêm do medo dos docentes
se exporem aos outros, mostrando os seus pontos fracos, as suas dúvidas e medos, que podem
pôr a sua reputação em perigo.
It is through the knowledge and the professional competence of the teacher, along with the student, that the implementation of the teaching practice supervision as a formative strategy and centered in the work context is justified. In this sense, direct observation practices, collaborative reflection and construction of knowledge may constitute a possible response to facilitate problem resolution, to promote professional development and curriculum innovation and to increase teacher effectiveness. Therefore, the literature review shows that pedagogical supervision can emerge as an individual and organizational platform aimed at promoting strategies that may foster collaborative work and reinforce teachers’ identity. In this context, we opted for a qualitative investigation, namely the case study, based on interviews to supervisors / coordinators, as well as to two focus groups of supervised teachers. Through the methodology of content analysis, the main results lead to the conclusion that there is recognition of the supervisory functions and the competencies of the supervisor and that, although informal, there are moments of joint reflection among teachers. However, at the level of pedagogical supervision, there remains much to be done. It is considered that the success and optimization of this whole process depends, in an essential way, on how teachers and leaders are positioned in relation to their usefulness and validity in educational terms. This surely implies the need to standardize the implementation of supervision mechanisms and reconsider its relevance. In this study we also found that one of the major obstacles to both supervised and collaborative practices comes from the fear of teachers in terms of exposing themselves to others, by showing their weaknesses, their doubts and worries that may put their professional reputation at risk.
It is through the knowledge and the professional competence of the teacher, along with the student, that the implementation of the teaching practice supervision as a formative strategy and centered in the work context is justified. In this sense, direct observation practices, collaborative reflection and construction of knowledge may constitute a possible response to facilitate problem resolution, to promote professional development and curriculum innovation and to increase teacher effectiveness. Therefore, the literature review shows that pedagogical supervision can emerge as an individual and organizational platform aimed at promoting strategies that may foster collaborative work and reinforce teachers’ identity. In this context, we opted for a qualitative investigation, namely the case study, based on interviews to supervisors / coordinators, as well as to two focus groups of supervised teachers. Through the methodology of content analysis, the main results lead to the conclusion that there is recognition of the supervisory functions and the competencies of the supervisor and that, although informal, there are moments of joint reflection among teachers. However, at the level of pedagogical supervision, there remains much to be done. It is considered that the success and optimization of this whole process depends, in an essential way, on how teachers and leaders are positioned in relation to their usefulness and validity in educational terms. This surely implies the need to standardize the implementation of supervision mechanisms and reconsider its relevance. In this study we also found that one of the major obstacles to both supervised and collaborative practices comes from the fear of teachers in terms of exposing themselves to others, by showing their weaknesses, their doubts and worries that may put their professional reputation at risk.
Description
Keywords
Supervisão Supervisores Observação Reflexão Trabalho colaborativo Medo Supervision Supervisors Observation Reflection Collaborative work Fear