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Advisor(s)
Abstract(s)
O estudo de caso, com recurso à investigação-ação que aqui se apresenta, teve
como temática de estudo a Supervisão dos Processos Pedagógicos e Organizacionais
na Escola. Envolveu a equipa pedagógica da EB1/JI, no qual a autora deste projeto
exerce as funções de educadora e simultaneamente de coordenadora de
estabelecimento. Pretendeu-se promover processos de supervisão colaborativa no
contexto estudado, alicerçados na reflexão sobre a prática, esperando contribuir
para o desenvolvimento pessoal e profissional dos sujeitos envolvidos, bem como
para a mudança organizacional do contexto de trabalho pedagógico.
As estratégias selecionadas foram as reuniões de reflexão colaborativa entre
pares, nas quais a equipa pedagógica desenvolveu a supervisão sobre os processos
pedagógicos, enquanto prática crítica e auto crítica de orientação transformadora,
tendo por base os princípios da indagação sobre as práticas, a democraticidade, a
dialogicidade, a participação e a emancipação.
O desenvolvimento deste projeto, teve como ponto de partida a identificação de
uma problemática no contexto profissional, envolveu os docentes num processo
cíclico de auto e heteroavaliação, de reflexão-ação sobre as suas teorias e práticas
profissionais, que sujeitavam à análise crítica e ao confronto com as perspetivas de
outros e envolveu os docentes em um processo de supervisão dialógica e
democrática (Vieira, 1999), ao promover a negociação de decisões, a clarificação de
intenções e ações entre todos.
As fontes de evidência incluíram: questionários de diagnóstico, reuniões de
reflexão colaborativa, diário da investigadora e respetivas notas de campo e diários
colaborativos.
Os resultados do estudo permitem concluir que o processo de supervisão de cariz
crítico-reflexivo e colegial contribuiu para uma prática pedagógica mais consciente e
inovadora, promovendo deste modo, o desenvolvimento pessoal e profissional dos
participantes, bem como o desenvolvimento organizacional da escola, estimulando
assim a criação de uma cultura colaborativa da equipa pedagógica da/na escola.
The study case, using the action-research that presents itself here, had as its theme the Pedagogical Study Processes and Organizational Supervision at the School. It involved the pedagogical E.B.1/J.I. team, in which the author of this project carries out the both functions of educator and coordinator of the establishment. The intention was to promote collaborative oversight processes in studied context, grounded in reflection on practice, hoping to contribute to the personal and professional development of the subjects involved, as well as for the organizational change in the context of pedagogical work. The strategies selected were meetings of collaborative reflection between pairs, in which the team developed the pedagogical supervision of educational processes, while criticism practice and self criticism of transformative orientation, based on the principles of enquiry about the practices, the democracy, the exchange, participation and emancipation. The development of this project, had as its starting point the identification of a problem in the professional context, involved teachers in a cyclical process of self and hetero-evaluation, reflection-action about their theories and professional practices, which were holding the critical analysis and the confrontation with the perspectives of others and involved teachers in a dialogical and democratic supervision process, to promote the negotiation of decisions, the clarification of intentions and actions among all. The evidence sources included: diagnostic questionnaires, collaborative reflection meetings, journal for researchers and respective field notes and collaborative diaries. The study results allow to conclude that the process of supervision of criticalreflective and high school contributed to a more conscious and innovative pedagogical practice, thus promoting the personal and professional development of the participants, as well as the school´s organizational development, thus stimulating the creation of collaborative culture of the pedagogical team of/in school
The study case, using the action-research that presents itself here, had as its theme the Pedagogical Study Processes and Organizational Supervision at the School. It involved the pedagogical E.B.1/J.I. team, in which the author of this project carries out the both functions of educator and coordinator of the establishment. The intention was to promote collaborative oversight processes in studied context, grounded in reflection on practice, hoping to contribute to the personal and professional development of the subjects involved, as well as for the organizational change in the context of pedagogical work. The strategies selected were meetings of collaborative reflection between pairs, in which the team developed the pedagogical supervision of educational processes, while criticism practice and self criticism of transformative orientation, based on the principles of enquiry about the practices, the democracy, the exchange, participation and emancipation. The development of this project, had as its starting point the identification of a problem in the professional context, involved teachers in a cyclical process of self and hetero-evaluation, reflection-action about their theories and professional practices, which were holding the critical analysis and the confrontation with the perspectives of others and involved teachers in a dialogical and democratic supervision process, to promote the negotiation of decisions, the clarification of intentions and actions among all. The evidence sources included: diagnostic questionnaires, collaborative reflection meetings, journal for researchers and respective field notes and collaborative diaries. The study results allow to conclude that the process of supervision of criticalreflective and high school contributed to a more conscious and innovative pedagogical practice, thus promoting the personal and professional development of the participants, as well as the school´s organizational development, thus stimulating the creation of collaborative culture of the pedagogical team of/in school
Description
Keywords
Desenvolvimento profissional do educador-professor Investigação-ação Reorganização da escola Processos reflexivos e colaborativos Professional development teacher-educator Research-action Reflective and collaborative processes Reorganization of the school
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação