Nova visão da supervisão nas estruturas de coordenação educativa e supervisão pedagógica: idealismo ou realidade: Estudo de um caso
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Data
2010
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Resumo
Este estudo teve o propósito de analisar como as estruturas de coordenação educativa e de supervisão pedagógica desenvolvem práticas colaborativas e reflexivas, entre os professores/directores de turma, que coordenam, à luz da nova perspectiva da formação contínua de professores e de avaliação de desempenho dos mesmos. Os recentes pressupostos normativos, alargaram o processo de autonomia, dado às escolas e, com ele, as funções da supervisão, para além do campo estrito da formação de professores, para a estender aos aspectos organizacionais e de desenvolvimento da escola. A actividade supervisiva é vista, não só no contexto da sala de aula, mas no contexto mais abrangente de escola, que ultimamente sofreu várias mudanças e desafios.
Para a concretização do estudo adoptámos uma metodologia de investigação centrada num estudo de caso, de natureza qualitativa, em que foram entrevistados, da escola-sede (Escola EB2,3/S): os quatro coordenadores dos departamentos curriculares e oito professores; os três coordenadores de ciclo e seis directores de turma. Também foi feita a análise documental.
Os principais resultados dizem-nos que a colaboração e a reflexão no grupo são importantes para a reestruturação da escola, mas é necessário haver condições de supervisão e liderança, para incentivar o grupo a colaborar, partilhar as suas ideias e saberes; só assim haverá a tão pretendida mudança. De um modo geral, verificou-se um balanço positivo, em relação ao coordenador: o saber ouvir; a sua disponibilidade; o tentar desenvolver a partilha e a reflexão no grupo que coordena; ser profissional; não se dispersar nas reuniões; estar bem informado; reconhecer os seus próprios erros, se os houver e não deixar que a sua inexperiência o leve à insegurança. Há a necessidade de auto-formação do coordenador, no que diz respeito ao seu cargo. Deste modo, pode-se dizer que os departamentos curriculares e as coordenações de ciclo, como estruturas de coordenação educativa e de supervisão pedagógica que são, desenvolvem práticas colaborativas e reflexivas, entre os professores/directores de turma que coordenam, mas muito há ainda a fazer neste campo, na escola sede, EB2,3/S, onde fizemos o nosso estudo. Pretendemos alertar para toda a teia de interacções, que se estabelecem no seio da escola, onde se espera algo de cada um dos seus membros. A colaboração, como forma de relacionamento, privilegia o respeito mútuo, a parceria, o estabelecimento de metas comuns e a diluição da hierarquia. É uma ferramenta para o desenvolvimento profissional dos professores. Trabalhar em conjunto não se limita a ser uma forma de construir relações e decisões colectivas, é uma fonte de aprendizagem importante para a renovação organizacional. A aprendizagem individual transforma-se em aprendizagem partilhada e profissional.
This study aimed to analyse how the educational coordination structures and pedagogical supervision develops reflective and collaborative practices between teachers / class directors, who coordinate, in the light of the new approach to teacher’s in-service training and evaluation performance. Recent normative assumptions extended the autonomy process given to schools and the supervision functions, beyond the narrow field of teacher training, to include the organizational and development of the school. The supervision activity is regarded not only in the classroom context, but in the broader school context which, recently, had several changes and challenges. For this study we have adopted a qualitative research methodology, cantered on a Case Study, that took place in a EB2,3/S school, in which the four curricular department coordinators, eight teachers, three cycle coordinators and six class directors, were interviewed. Documentary analysis was also made. The main results tell us that collaboration and group reflection are important for the school restructuring, but it is necessary to have supervision and leadership conditions to encourage the group to collaborate and share their ideas and knowledge; it’s the only way to the much desired change. Generally, there is a positive balance regarding the coordinator functions: he listen’s the group; he is available; he tries to develop sharing and reflection among the group; being professional; do not disperse himself in meetings; being well informed; recognizes their own mistakes, and he’s not insecure, despite inexperience. In what concerns the coordinator functions, there is a need for self-training. In this way we can say that the curricular departments and the cycle coordination’s, as educational and coordination pedagogical supervision structures, develop collaborative and reflective practices among teachers / directors who coordinate the class, but there’s a lot to be done in the EB2,3/S school, where this study was made. We want to call attention to the entire web interactions that are established within the school, where each one expects something from the other. Collaboration, as a form of relationship, privileges mutual respect, partnership and the establishment of common goals with the dilution of hierarchy. This is a tool for the teacher’s professional development. Working together is not only a way to build relationships and collective decisions, but is an important source of learning for organizational renewal. Individual learning becomes shared learning and professional development.
This study aimed to analyse how the educational coordination structures and pedagogical supervision develops reflective and collaborative practices between teachers / class directors, who coordinate, in the light of the new approach to teacher’s in-service training and evaluation performance. Recent normative assumptions extended the autonomy process given to schools and the supervision functions, beyond the narrow field of teacher training, to include the organizational and development of the school. The supervision activity is regarded not only in the classroom context, but in the broader school context which, recently, had several changes and challenges. For this study we have adopted a qualitative research methodology, cantered on a Case Study, that took place in a EB2,3/S school, in which the four curricular department coordinators, eight teachers, three cycle coordinators and six class directors, were interviewed. Documentary analysis was also made. The main results tell us that collaboration and group reflection are important for the school restructuring, but it is necessary to have supervision and leadership conditions to encourage the group to collaborate and share their ideas and knowledge; it’s the only way to the much desired change. Generally, there is a positive balance regarding the coordinator functions: he listen’s the group; he is available; he tries to develop sharing and reflection among the group; being professional; do not disperse himself in meetings; being well informed; recognizes their own mistakes, and he’s not insecure, despite inexperience. In what concerns the coordinator functions, there is a need for self-training. In this way we can say that the curricular departments and the cycle coordination’s, as educational and coordination pedagogical supervision structures, develop collaborative and reflective practices among teachers / directors who coordinate the class, but there’s a lot to be done in the EB2,3/S school, where this study was made. We want to call attention to the entire web interactions that are established within the school, where each one expects something from the other. Collaboration, as a form of relationship, privileges mutual respect, partnership and the establishment of common goals with the dilution of hierarchy. This is a tool for the teacher’s professional development. Working together is not only a way to build relationships and collective decisions, but is an important source of learning for organizational renewal. Individual learning becomes shared learning and professional development.
Descrição
Dissertação de Mestrado em Ciências da Educação na especialidade de Supervisão Pedagógica
Palavras-chave
Participação colaborativa , Gestão intermédia , Aprendizagem partilhada , Organizações aprendentes