A supervisão, a aprendizagem diferenciada e a motivação

Abstract

The present study seeks to examine the role of supervision in the development, coordination and consolidation of the Phoenix Project. As a strategy designed to strive against dropping out of school and school failures, the Phoenix Project had cemented its praxis on a set of innovative attitudes ranging from a new conception of organizational structures, to the practice of an effective educational policy of inclusion, in which the difference is presented as the basis of equality, in the preservation of the identity of each 'I', facing each 'Other'. In this sense, and having as an essential pedagogical criteria the pace and the supportive significances that support each student’s learning, a differentiated pedagogy is practiced, an individualized assessment is carried out, specific materials are made, programs are adapted, and the curriculum is made flexible. All this due to accordingly and systemically monitored by an appropriate and flexible ,dialoguing, supervision providing personal and professional training, as it is based on a combination that promotes an effective cooperation and sharing of a permanent meditation on and about the action, this is, of a conceptualized supervision. Starting by theoretically supporting the study’s operational concepts, particularly by studying school failures, and the culture and climate of the school, in the second part, the study engages a methodology of qualitative nature that, through a structured interview, opinions from a group of supervisors involved in the Project, at a national level, are analyzed. As it can be seen from the analysis of the results, the understanding of the interviewees is that the supervision developed is fundamental for the results of Phoenix, it works as a link between the various actors involved in the Project and it contributes for the need of a new strand in school culture, that of the ' reflexive practice', which is also a decisive factor in achieving the fundamental goals of the Phoenix, the progressive eradication of school drop-outs and failures in an environment which promotes personal and collective welfare of the educational community in general and of the direct participants in the Project, in particular.

Date of Award	2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Cristina Palmeirão (Supervisor)