A perceção da democraticidade no desenvolvimento de uma pedagogia de supervisão
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Data
2013
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O contexto das sociedades ocidentais assenta em valores que radicam na democracia. A escola constitui-se como alavanca promotora do cultivo dos valores democráticos, cujo grande propósito de vida, é a formação sustentável de novos cidadãos.
A sua função social, carateriza-se por formar cidadãos pensantes, livres, responsáveis e pró-ativos. A vivência interiorizada por todos os atores escolares, da cultura dos valores da democracia, constitui a democraticidade na escola. É nesta medida que se fala numa escola democrática, capaz de prestar um serviço educativo de qualidade.
Considera-se a supervisão pedagógica como o conjunto de práticas, assentes no trabalho colaborativo, na dialogicidade e na reflexão, promovendo a construção, sempre inacabada, de conhecimento.
Para a concretização do projeto escola democrática e a consequente perceção da democraticidade na escola, a prática de uma pedagogia de supervisão é de especial importância. A escola deve manter um processo de autoconhecimento contínuo, refletir sobre o que faz e sobre o que pretende fazer, aprender com a sua experiência, com a sua história. É neste âmago que se encontra a pedagogia da supervisão.
Este estudo averigua, de que forma a perceção que os professores têm da democraticidade vivenciada na escola, condiciona as suas práticas pedagógicas, pondo a nu o longo caminho que a escola democrática tem de percorrer, na senda de uma pedagogia da supervisão.
The context of western societies relies on democracy-generated values and school becomes the trigger these democratic values the most important objective of which is the sustainable education of new citizens. The school social role is to educate thoughtful, free, responsible, and proactive citizens. When all school actors/players internalize experience and nurture the values of democracy, school democratic experience is guaranteed. Only this way can we speak about a democratic school that has the ability to educate for excellence. We defend/believe pedagogical supervision to be a set of practices, based on collaborative work, dialogue, and reflection that promotes the never-ending construction of knowledge. The implementation of pedagogical supervision practices is of utmost importance when we wish to build a democratic school project and its subsequent school democratic experience. The school must uphold an ongoing self-awareness process, reflect on its own current and future actions, and learn from its experiences and history. The pedagogy of supervision lies deep down in this complex process. The current study investigates the point up to which the perception teachers have of the way people experience democracy in school influences their pedagogical practices and reveals the long way the democratic school has to thread in order to achieve the pedagogy of supervision.
The context of western societies relies on democracy-generated values and school becomes the trigger these democratic values the most important objective of which is the sustainable education of new citizens. The school social role is to educate thoughtful, free, responsible, and proactive citizens. When all school actors/players internalize experience and nurture the values of democracy, school democratic experience is guaranteed. Only this way can we speak about a democratic school that has the ability to educate for excellence. We defend/believe pedagogical supervision to be a set of practices, based on collaborative work, dialogue, and reflection that promotes the never-ending construction of knowledge. The implementation of pedagogical supervision practices is of utmost importance when we wish to build a democratic school project and its subsequent school democratic experience. The school must uphold an ongoing self-awareness process, reflect on its own current and future actions, and learn from its experiences and history. The pedagogy of supervision lies deep down in this complex process. The current study investigates the point up to which the perception teachers have of the way people experience democracy in school influences their pedagogical practices and reveals the long way the democratic school has to thread in order to achieve the pedagogy of supervision.
Descrição
Orientação: Isabel Maria Pereira Pinto
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, DEMOCRACIA, ESCOLAS, PEDAGOGIA, SUPERVISÃO PEDAGÓGICA, PRÁTICAS PEDAGÓGICAS, EDUCATION, DEMOCRACY, SCHOOLS, PEDAGOGY, PEDAGOGICAL SUPERVISION, PEDAGOGICAL PRACTICES