A supervisão pedagógica como processo de desenvolvimento profissional e organizacional

Abstract

The present study examines the pedagogical supervision as a process of professional and organizational development. This study was developed in a school grouping and sought to understand teachers’ perception about this relationship. Thus, the main objective of the study is to understand teacher’s perception about pedagogical supervision practices and about their impacts, both in their training and in the organizational culture. The study looks for an answer to the following question: what is the perception of teachers on pedagogical supervision practices within the framework of its professional development? Using a mixed methodology, a questionnaire was applied to a set of teachers of a school grouping located in the North Coastal transition into the interior North, triangulating the data obtained with the data collected from an interview to the three Curricular Department coordinators and the Director of the school grouping. The respondents were teachers from pre-school education to the 3rd cycle of basic schooling. The sample was about 60% of the universe of the teachers. The data collected through the questionnaire shows that teachers recognize the importance of supervision in professional and organizational development, considering it as a process that generates processes, namely the process of their training and of improving students' learning. The functions of supervision are framed especially in the performance evaluation process and in the monitoring and curriculum coordination, recognizing the importance of reflective practice and cooperation. However, such understanding contrasts, in part, with the data collected through interviews, which enhances the practical difficulties of cooperation and the perpetuation of a school based on a certain individualism and balkanization, showing a certain contradiction between theory and practice, between what you want and what you do. That means that, if theoretically teachers recognize the major potential of pedagogical supervision, those who coordinate it point out that although there is progress and positive signs, supervision, as a tool that promotes a more conscious pedagogical practice, as a basis for a shared reflection, rooted in and about action, as the basis of a ' learning school ', is still far from being a reality in the daily life of schools.

Date of Award	2015
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ilídia Cabral (Supervisor)