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Advisor(s)
Abstract(s)
A Educação Pré-Escolar é a primeira etapa da educação básica e apresenta-se como
fundamental no processo de educação da criança. A qualidade desta etapa deve ser
assegurada através da supervisão. Este estudo pretende contribuir para a identificação de
processos supervisivos que promovam a qualidade na Educação Pré-Escolar. A revisão da
literatura indica que é através da supervisão pedagógica que o educador de infância cresce
enquanto profissional, potencializa todo o seu saber e melhora a sua prática educativa. Tudo
isso se traduz num contributo fundamental para a qualidade da educação Pré-Escolar. A
supervisão organizacional é fundamental no seio das instituições, para garantir a qualidade
da instituição de Educação.
Neste estudo, intitulado “Supervisão e a Qualidade na Educação Infância”, a
metodologia utilizada enquadra-se numa perspetiva qualitativa, onde utilizamos como
estratégia o estudo de caso. Os dados foram obtidos a partir de entrevistas semiestruturadas,
análise documental, notas de campo e de observação de reuniões.
Os resultados do estudo revelam que, nas duas instituições que foram estudadas, a
supervisão pedagógica e supervisão organizacional são vistas como fundamentais para a
qualidade das instituições de Educação de Infância, embora as práticas supervisivas
existentes sejam informais e sem intencionalidade. A supervisão organizacional é guiada
pelo projeto educativo e a sua construção e avaliação é realizada pela equipa educativa. Do
estudo realizado verifica-se que há uma grande lacuna na área da formação dos profissionais,
comprometendo não só o seu crescimento profissional como a melhoria da qualidade das
suas práticas educativas.
Preschool education is the first stage of basic education and is presented as fundamental in the process of child education. The quality of this step should be ensured through supervision. This study aims to contribute to the identification of supervisory processes that promote quality in preschool education. The literature review indicates that it is through pedagogical supervision that the kindergarten teacher grows up as a professional, enhances all his knowledge and improves his educational practice. All this translates into a fundamental contribution to the quality of preschool education. Organizational supervision is essential within institutions to ensure the quality of the education institution. In this study, entitled “Supervision and Quality in Childhood Education”, the methodology used fits into a qualitative perspective, where we use the case study as a strategy. Data were obtained from semi-structured interviews, document analysis, field notes and meeting observation. The results of the study reveal that, in both institutions that were studied, pedagogical supervision and organizational supervision are seen as fundamental to the quality of early childhood institutions, although existing supervisory practices are informal and unintentional. Organizational supervision is guided by the educational project and its construction and evaluation is carried out by the educational team. The study shows that there is a large gap in professional training in this area, compromising their professional growth, as well as the quality of their educational practices.
Preschool education is the first stage of basic education and is presented as fundamental in the process of child education. The quality of this step should be ensured through supervision. This study aims to contribute to the identification of supervisory processes that promote quality in preschool education. The literature review indicates that it is through pedagogical supervision that the kindergarten teacher grows up as a professional, enhances all his knowledge and improves his educational practice. All this translates into a fundamental contribution to the quality of preschool education. Organizational supervision is essential within institutions to ensure the quality of the education institution. In this study, entitled “Supervision and Quality in Childhood Education”, the methodology used fits into a qualitative perspective, where we use the case study as a strategy. Data were obtained from semi-structured interviews, document analysis, field notes and meeting observation. The results of the study reveal that, in both institutions that were studied, pedagogical supervision and organizational supervision are seen as fundamental to the quality of early childhood institutions, although existing supervisory practices are informal and unintentional. Organizational supervision is guided by the educational project and its construction and evaluation is carried out by the educational team. The study shows that there is a large gap in professional training in this area, compromising their professional growth, as well as the quality of their educational practices.
Description
Keywords
Supervisão pedagógica Supervisão organizacional Qualidade na educação pré-escolar Pedagogical supervision Organizational supervision Quality in preschool education