“O caminho faz-se caminhando” retratos de um percurso em supervisão
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2016-12-02
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O relatório que apresentamos decorre da reflexão empreendida em torno da problemática da Supervisão Pedagógica, apoiada na experiência profissional desenvolvida nos contextos educativos dos últimos cinco anos da nossa carreira docente. Fundamenta-se no campo da construção científica e concretiza-se num discurso interpretativo das vivências experienciadas em interação com intervenientes diversificados, em tempos diferenciados, constituindo a nossa história de vida profissional, no contexto do exercício de funções em cargos de gestão intermédia e de orientação pedagógica.
Centrado na supervisão pedagógica, este relatório teve como objetivos aprofundar conhecimentos sobre Supervisão Pedagógica e Desenvolvimento Profissional, contextualizar o percurso profissional realizado e refletir sobre a pertinência das aprendizagens efetuadas ao longo da carreira profissional.
Organizámos um referencial teórico sustentado, abordando conteúdos fundamentais, como a Supervisão Pedagógica em contexto escolar, a colaboração como estratégia para a implementação da supervisão colaborativa e o Desenvolvimento Profissional, processo contínuo e inacabado, realizado numa escola que se pretende reflexiva. Descrevemos as práticas de supervisão pedagógica implementadas, caraterizando-as, construindo o enquadramento normativo e descrevendo o modo como foram realizadas. Refletimos sobre cada uma delas e no seu conjunto, para estabelecer os impactos no desenvolvimento profissional esperado, através de percursos diferenciados, influenciados pelos intervenientes e pelos contextos em que ocorreram.
Construímos a nossa metáfora de Supervisão Pedagógica, numa tentativa de interpretação desta prática em contexto escolar, estabelecendo os eixos estruturantes: quem faz – os professores; o que fazemos – supervisão; como fazemos – em colaboração, através de processos de reflexão e tomada de decisões conjuntas; para que fazemos – desenvolvimento profissional dos professores e promoção do sucesso dos alunos, e, finalmente, onde tudo acontece – na escola, que é espaço e tempo de vivência de uma cidadania democrática.
The report we are presenting is the result of the reflexion we produced about matters related to Pedagogical Supervision with support in our professional experience in the different educational contexts in the last five years of our teaching career. It is based in the field of the scientific construction and it is materialized in an interpretative discourse of the experiences lived in interaction with diverse intervenient and different times, consisting in our story of our professional life, in the context of the performance of duties in middle management positions and pedagogical supervision. Focused on pedagogical supervision this report aimed at deepening the knowledge about Pedagogical Supervision and Teacher Development, contextualizing the professional career and reflecting upon the relevance of the learning experiences taken so far. We organized a supported theoretical framework to approach essential subjects such as Pedagogical Supervision at school, collaboration as a strategy for the implementation of the collaborative supervision and the Professional Development understood as a continuous and unaccomplished process fulfilled in a school that we want to be a reflexive one. We described and characterized the implemented practices of supervision, we organized the legal framework and described the way we accomplished them. We reflected upon each one and upon them all, in order to establish the impacts on the expected professional development, under the influence of the intervenient and the contexts in which they occurred. We built our metaphor of Pedagogical Supervision as an attempt to understand this practice in the context of our schools, designing the structural axes: who does – the teachers; what we do – pedagogical supervision; how we do – in collaboration, through processes of reflexion and decision making as a whole; what for – teacher development and promotion of the students’ success, and, finally, where everything happens – at school that is the place and the time to live a democratic citizenship.
The report we are presenting is the result of the reflexion we produced about matters related to Pedagogical Supervision with support in our professional experience in the different educational contexts in the last five years of our teaching career. It is based in the field of the scientific construction and it is materialized in an interpretative discourse of the experiences lived in interaction with diverse intervenient and different times, consisting in our story of our professional life, in the context of the performance of duties in middle management positions and pedagogical supervision. Focused on pedagogical supervision this report aimed at deepening the knowledge about Pedagogical Supervision and Teacher Development, contextualizing the professional career and reflecting upon the relevance of the learning experiences taken so far. We organized a supported theoretical framework to approach essential subjects such as Pedagogical Supervision at school, collaboration as a strategy for the implementation of the collaborative supervision and the Professional Development understood as a continuous and unaccomplished process fulfilled in a school that we want to be a reflexive one. We described and characterized the implemented practices of supervision, we organized the legal framework and described the way we accomplished them. We reflected upon each one and upon them all, in order to establish the impacts on the expected professional development, under the influence of the intervenient and the contexts in which they occurred. We built our metaphor of Pedagogical Supervision as an attempt to understand this practice in the context of our schools, designing the structural axes: who does – the teachers; what we do – pedagogical supervision; how we do – in collaboration, through processes of reflexion and decision making as a whole; what for – teacher development and promotion of the students’ success, and, finally, where everything happens – at school that is the place and the time to live a democratic citizenship.
Descrição
Dissertação de Mestrado em Ciências da Educação, Especialização em Supervisão Pedagógica
Palavras-chave
Supervisão , Desenvolvimento profissional , Escola reflexiva , Avaliação de desempenho