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Abstract(s)
Esta pesquisa teve como objetivo principal discutir a influência da supervisão
escolar no processo de construção do Projeto Político-Pedagógico (PPP), numa
perspectiva da gestão escolar democrática, sendo desenvolvida em 2016 e 2017, em
cinco escolas da rede municipal de Guarulhos, tendo por objeto a atuação da
supervisão escolar na construção do PPP. Para tanto, partiu-se de hipóteses que
tiveram como referente o trabalho desenvolvido pela supervisora e autora deste
trabalho, para estudar o impacto das suas ações nas escolas e identificar de que
modos essas ações contribuíram para um processo democrático e eficaz, assente no
acompanhamento contínuo e ações do supervisor. Procurou-se perceber que
caminhos poderiam constituir possibilidades de reflexão coletiva para se chegar à
democracia, sem desconsiderar a legislação como base para a equidade necessária
na busca de garantir direitos e cumprimento de deveres. A metodologia contemplou
uma abordagem de natureza qualitativa em que se procurou conhecer as percepções
de vários atores escolares, por meio de questionários direcionados a coordenadores;
entrevistas semiestruturadas com os diretores e notas de campo das narrativas
profissionais dos supervisores. A análise realizada foi de natureza descritiva e
interpretativa, de modo a encontrar respostas para os objetivos de estudo. Os
resultados apontam para o protagonismo do supervisor enquanto atuação no PPP,
oriundo de um acompanhamento contínuo por meio de um olhar global e
abrangente que pode viabilizar uma gestão escolar democrática, com possibilidades
de impacto na formação dos professores e reflexos na aprendizagem dos alunos,
num processo que tem por base ações colaborativas.
The main objective of this research is discussing the influence of the School Supervision Department agents in the process of construction of the Political- Pedagogical Project (PPP) from a democratic school management perspective. The research was developed during 2016 and 2017, in five schools of the local school network of the city of Guarulhos, having as its objective the work of school supervisors in the PPP construction. It was built on hypotheses whose main reference is the work developed by the author of this dissertation, who is a school supervisor in Guarulhos, to evaluate the impact of her own actions on schools and the identification of how these actions contributed to a democratic, effective process, based on her continuous monitoring and actions. It was sought to identify ways to create possibilities of collective reflection to promote democracy at school, without disregarding the law as the basis for the necessary equity to guarantee rights and duties. The methodology contemplated a qualitative approach to identify several shool atos’ peeptios, though uestioaies dieted to oodiatos; seistructured interviews with principals; and field notes from other superisos’ professional narratives. The analysis was descriptive and interpretative in order to provide answers to questions encompassed by the research objectives. The results poit out to supeisos’ potagois i PPP-related matters, resulting from continuous monitoring through a global and comprehensive look that can ensure the feasibility of democratic school management, with potential impact on teacher training and student learning, in a collaborative process.
The main objective of this research is discussing the influence of the School Supervision Department agents in the process of construction of the Political- Pedagogical Project (PPP) from a democratic school management perspective. The research was developed during 2016 and 2017, in five schools of the local school network of the city of Guarulhos, having as its objective the work of school supervisors in the PPP construction. It was built on hypotheses whose main reference is the work developed by the author of this dissertation, who is a school supervisor in Guarulhos, to evaluate the impact of her own actions on schools and the identification of how these actions contributed to a democratic, effective process, based on her continuous monitoring and actions. It was sought to identify ways to create possibilities of collective reflection to promote democracy at school, without disregarding the law as the basis for the necessary equity to guarantee rights and duties. The methodology contemplated a qualitative approach to identify several shool atos’ peeptios, though uestioaies dieted to oodiatos; seistructured interviews with principals; and field notes from other superisos’ professional narratives. The analysis was descriptive and interpretative in order to provide answers to questions encompassed by the research objectives. The results poit out to supeisos’ potagois i PPP-related matters, resulting from continuous monitoring through a global and comprehensive look that can ensure the feasibility of democratic school management, with potential impact on teacher training and student learning, in a collaborative process.
Description
Keywords
Supervisão escolar Autonomia da escola Projeto político-pedagógico Gestão escolar democrática School supervision department School supervisor School autonomy Political-pedagogical project Democratic school management
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação