A mais-valia da supervisão e das lideranças intermédias na transformação das práticas letivas
Data
2019-08-06
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
No atual sistema de ensino português os cargos de gestão intermédia, nomeadamente o de coordenador de departamento, coordenador de diretores de turma/ciclo e diretor de turma, assumem um papel decisivo na estrutura e na orgânica de escola e, por conseguinte, nos processos de ensino e aprendizagem. Este estudo situa-se na interface de duas linhas de análise: averiguar as práticas do quotidiano escolar das lideranças intermédias e a sua influência nos processos de ensino aprendizagem e verificar quais as conceções existentes sobre supervisão e em que medida o seu exercício poderia conduzir à alteração de algumas práticas pedagógicas para uma melhoria no processo de ensino aprendizagem. O estudo empírico que alicerçou esta tese foi realizado essencialmente nos anos letivos de 2015/2016 e 2016/2017 e focalizou-se em quatro agrupamentos e uma escola não agrupada do distrito de Coimbra. Os participantes foram cinco diretores, dezoito coordenadores de departamento, nove coordenadores de diretores de turma/ciclo e trinta e três diretores de turma. As técnicas de recolha de dados utilizadas foram o inquérito por entrevista e análise documental. Para tratamento de dados recorreu-se à análise de conteúdo. A partir dos resultados obtidos foi possível concluir que, no atual contexto educativo os professores que exercem os cargos de gestão intermédia, nomeadamente coordenador de departamento, coordenador de diretores de turma/ciclo e diretor de turma, assumem um papel fulcral na estrutura, na orgânica e na qualidade dos processos de ensino e aprendizagem. Saliente-se, no entanto, que são muitos os fatores que condicionam o desempenho destes docentes mormente o conceito existente de supervisão, mas se este fosse entendido segundo os pressupostos teóricos atuais, poderia permitir ultrapassar muitos dos condicionalismos existentes, promovendo, ainda, um acréscimo de autoimplicação que poderia facilitar a apropriação de mudanças conceptuais e de alterações efetivas nas práticas. Por outro lado, a avaliação de desempenho docente, que deveria ser sujeita a reformulação, revelou não ter grande interferência nas práticas letivas atualmente. Emerge, também, do estudo, a necessidade de reformular o atual sistema de formação contínua que não apresenta as ofertas necessárias para valorizar e potenciar o conhecimento dos docentes. Todavia, enquanto tal não se concretizar, é necessário continuar a privilegiar a formação centralizada na escola, que permite uma resposta contextualizada, adequada e, na maioria dos casos, em tempo útil às necessidades destas organizações.
In the current Portuguese education system, those responsible for intermediate management, namely department coordinator, class/cycle of studies director coordinator and class director play a decisive role in the structure and organization of the school and, therefore, in the teaching and learning processes. This study is at the interface of two lines of analysis: to determine the daily school practices of intermediate leadership and their influence on teaching and learning processes and to identify what are the existing conceptions about supervision and to what extent the supervising exercise could lead to the change of some pedagogical practices for an improvement in the teaching and learning process. The empirical study that supported this thesis was carried out essentially in the schoolyears of 2015/2016 and 2016/2017 and focused on four clusters and a non-grouped school in the district of Coimbra. Participants included five school principals, eighteen department coordinators, nine class director/cycle of studies director coordinators and thirtythree class directors. The techniques of data collection used were the interview survey and documentary analysis. For data processing we used content analysis. From the results obtained it was possible to conclude that in the current educational context the teachers who hold intermediate management positions, namely department coordinator, class /cycle of studies director coordinator and class director play a central role in the structure, in the organization and the quality of teaching and learning processes. It should be emphasized, however, that many factors influence the performance of these teachers, especially the existing concept of supervision, but if it were understood according to current theoretical assumptions, it could overcome many of the existing constraints, of self-implication that could facilitate the appropriation of conceptual changes and of effective changes in practices. On the other hand, the teaching performance assessment model, which should be subject to reformulation, has not shown great interference in current practice. It also emerges from this study the need to reformulate the current in-service teacher education system that does not present the offers needed to add value and enhance the teachers’ knowledge. However, as long as this does not occur, it is necessary to continue privileging a school-based in-service education, which allows a contextualized, adequate response and in most cases a timely response to the needs of these organizations.
In the current Portuguese education system, those responsible for intermediate management, namely department coordinator, class/cycle of studies director coordinator and class director play a decisive role in the structure and organization of the school and, therefore, in the teaching and learning processes. This study is at the interface of two lines of analysis: to determine the daily school practices of intermediate leadership and their influence on teaching and learning processes and to identify what are the existing conceptions about supervision and to what extent the supervising exercise could lead to the change of some pedagogical practices for an improvement in the teaching and learning process. The empirical study that supported this thesis was carried out essentially in the schoolyears of 2015/2016 and 2016/2017 and focused on four clusters and a non-grouped school in the district of Coimbra. Participants included five school principals, eighteen department coordinators, nine class director/cycle of studies director coordinators and thirtythree class directors. The techniques of data collection used were the interview survey and documentary analysis. For data processing we used content analysis. From the results obtained it was possible to conclude that in the current educational context the teachers who hold intermediate management positions, namely department coordinator, class /cycle of studies director coordinator and class director play a central role in the structure, in the organization and the quality of teaching and learning processes. It should be emphasized, however, that many factors influence the performance of these teachers, especially the existing concept of supervision, but if it were understood according to current theoretical assumptions, it could overcome many of the existing constraints, of self-implication that could facilitate the appropriation of conceptual changes and of effective changes in practices. On the other hand, the teaching performance assessment model, which should be subject to reformulation, has not shown great interference in current practice. It also emerges from this study the need to reformulate the current in-service teacher education system that does not present the offers needed to add value and enhance the teachers’ knowledge. However, as long as this does not occur, it is necessary to continue privileging a school-based in-service education, which allows a contextualized, adequate response and in most cases a timely response to the needs of these organizations.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Gestão intermédia , Supervisão