Supervisão e colaboração na escola e em sala de aula

: um compromisso (im)possível?

Abstract

Today’s teachers are highly qualified, but every day they face change – a concept which, paradoxically, is the most enduring in their profession. This antithesis is also reflected in the way in which teachers face daily obstacles: isolated and protected from criticism by their peers, yet also denied motivating praise and the chance to learn alongside their colleagues, or to grow closer and work in more collaborative ways, which would make them open to the possibility of errors and criticism, but would also allow them to benefit from opportunities for growth and improvement. The study presented here falls within the field of pedagogical supervision, a practice that is able to forge new links between paths that have diverged if it is carried out in a collaborative way, while eschewing evaluation based on hierarchies, as has been traditionally prescribed in regulations. Replacing the imbalanced relationships between supervisors and those under supervision with relationships based on parity and reciprocity results in a commitment to learning and training in the workplace, with benefits for those involved and for the schools themselves, which constitute professional learning communities. In order to change a situation, we have to be capable of understanding it. We therefore began by questioning the teaching body of a vertical inner centre grouping about their perceptions of the topic under examination, in an attempt to determine the root of fears associated with supervision, and to see whether there was deep-seated resistance to wide-ranging collaborative practices that open up the classroom as a stage for everyday failures and successes, which are potentially both real situations and education tools. The initial exploratory case study allowed for a transition to active research and involved 22 volunteers, who observed multidisciplinary classes led by peers, inspired by a clinic model, including moments that drew on a virtual environment, streamlining and simplifying procedures. It thus adapted to the voracity of our “post-modern” times and the context in which the study occurred. The high level of satisfaction among the participants confirms the virtues of this approach and strongly suggests that it should be developed as a way of adding value and with a view to professional growth, and in order to provide greater motivation and promote a sense of identity among the teaching community.

Date of Award	2 Jun 2015
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Afonso Nunes Baptista (Supervisor)