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Orientador(es)
Resumo(s)
As sociedades modernas evoluem a um ritmo que exige respostas rápidas dos seus cidadãos e que serão tão mais eficazes quanto mais estes estiverem dotados de competências no âmbito da análise crítica, reflexão e capacidade de gestão do seu papel social. Reconhecendo à escola papel primordial impõe-se que esta exerça com sabedoria e competência o seu papel social de agente educativo.
O nosso problema de partida insere-se no domínio da supervisão pedagógica. O objetivo central é a análise das práticas supervisivas existentes nas nossas escolas e a perceção dos docentes sobre a importância dessas práticas.
Este estudo encontra-se dividido em duas partes. A primeira inclui uma revisão teórica com base em autores de referência e que engloba as áreas da supervisão, avaliação e trabalho colaborativo. A segunda parte apresenta um estudo empírico onde se pretende conhecer as práticas supervisivas desenvolvidas nas escolas e qual a perceção dos docentes sobre essas práticas. Pretende-se ainda compreender quais as componentes supervisivas mais utilizadas pelos docentes e a sua perceção sobre a observação de aulas, enquanto prática no âmbito da supervisão. A recolha de dados utilizada neste estudo desenvolveu-se a partir da resposta a inquéritos por questionário divulgados a docentes de duas escolas de ensino artístico especializado e um grupo de outros docentes fora do âmbito destas duas escolas. Por último, apresentamos, analisamos e refletimos sobre os dados obtidos.
O estudo empírico deu-nos a conhecer quais as práticas supervisivas mais utilizadas e as menos conseguidas. Apesar de assumirmos algumas dificuldades é-nos lícito concluir que o caminho já foi iniciado e que urge dinamizar ferramentas e metodologias que acelerem o processo e o tornem mais abrangente.
Modern societies are evolving at a pace that requires quick responses from their citizens, and will be all the more effective if they are given to critical analysis skills, reflection and capacity manage their social role. Recognizing the primary role of the school, it is necessary for the school to exercise its social role as an educational agent with wisdom and competence. Our starting problem is in the field of pedagogical supervision. The principal goal is the analysis of the supervisory practices existing in our schools and the teachers' perception about the importance of these practices. This study is divided into two parts. The first includes a theoretical review based on reference authors, covering the areas of supervision, evaluation and collaborative work. The second part presents an empirical study where it is intended to know the supervisory practices developed in schools and what is the teachers perception about these practices. It is also intended to understand which supervisory components are most used by teachers and their perception of classroom observation, as a practice in supervision. The data collection used in this study developed from the response to questionnaire surveys released to teachers from two schools of specialized arts education and a group of other teachers outside these two schools. Finally, we present, analyze and reflect on the data obtained. The empirical study showed us which supervisory practices are the most used and the least achieved. Although we assume some difficulties, we can conclude that the path has already been started and that tools and methodologies that speed up the process and make it more comprehensive need to be streamlined.
Modern societies are evolving at a pace that requires quick responses from their citizens, and will be all the more effective if they are given to critical analysis skills, reflection and capacity manage their social role. Recognizing the primary role of the school, it is necessary for the school to exercise its social role as an educational agent with wisdom and competence. Our starting problem is in the field of pedagogical supervision. The principal goal is the analysis of the supervisory practices existing in our schools and the teachers' perception about the importance of these practices. This study is divided into two parts. The first includes a theoretical review based on reference authors, covering the areas of supervision, evaluation and collaborative work. The second part presents an empirical study where it is intended to know the supervisory practices developed in schools and what is the teachers perception about these practices. It is also intended to understand which supervisory components are most used by teachers and their perception of classroom observation, as a practice in supervision. The data collection used in this study developed from the response to questionnaire surveys released to teachers from two schools of specialized arts education and a group of other teachers outside these two schools. Finally, we present, analyze and reflect on the data obtained. The empirical study showed us which supervisory practices are the most used and the least achieved. Although we assume some difficulties, we can conclude that the path has already been started and that tools and methodologies that speed up the process and make it more comprehensive need to be streamlined.
Descrição
Palavras-chave
Supervisão Avaliação Observação de aulas Planificação Trabalho colaborativo Investimento Supervision Evaluation Class observation Planning Collaborative work Investment