Estratégias de supervisão pedagógica para uma escola reflexiva
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2017
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Colocada no epicentro de um vasto processo transformacional por que passam o
mundo e a sociedade, a escola atual vê-se confrontada com a necessidade de estabelecer
opções: regenerar-se e dar uma resposta eficiente aos desafios que lhe são colocados,
antecipando-se aos acontecimentos, repensando-se a si mesma ou entrar num processo de
cristalização, acomodamento e estagnação, não renovando as suas propostas, as suas
ideias e a sua visão, atuando apenas de uma forma reativa.
Pensando sobre si própria, questionando-se sobre os seus pilares e fundamentos,
equacionando, na assunção de um novo paradigma, novas práticas e soluções para os
problemas, traçando, com visão estratégica, objetivos a longo prazo, tal como sugerem os
defensores da escola reflexiva, a escola poderá encontrar o seu mais profundo sentido e
projetar o seu futuro de uma forma promissora, estando mais habilitada para cumprir mais
eficazmente a sua missão: educar e promover aprendizagens em contextos de grande
mudança, incerteza e complexidade.
A implementação de uma escola pensante implica uma formação reflexiva dos
professores, orientada holisticamente para um desenvolvimento e uma aprendizagem
contínuas, processo no qual aprender a aprender se torna imperativo. Assim entendida, esta
comunidade de aprendizagem (Alarcão, 2009) remete-nos para uma supervisão pedagógica
que abrange toda a escola, não se cingindo ao imediato e ao observável, estendendo-se,
caleidoscopicamente, a toda a instituição, num olhar profundo sobre si mesma.
Decorrendo desta conceptualização da escola, foi concebido este trabalho com o
objetivo geral de dar resposta à seguinte questão: como realizar a supervisão pedagógica
no quadro de uma escola reflexiva?
Fruto da investigação realizada, concluímos que a implementação de uma escola
reflexiva e de um novo tipo de supervisão pedagógica são dificultadas por diversos
obstáculos, cuja remoção requer uma grande mobilização de todos os atores educativos e
uma rutura de paradigma conducente à afirmação dos professores enquanto práticos
reflexivos.
Com o propósito de dar resposta ao problema suscitado, foi delineado um projeto
de intervenção, apontando-se para a dinamização de uma oficina de formação, na
convicção de que, por essa via, com grande potencial formativo, se poderá dar solução ao
problema encontrado, apostando na possibilidade de se promover e exponenciar a
reflexividade docente e abrir caminho para novas oportunidades de crescimento profissional,
na certeza de que tal caminhada, ainda que não sendo linear e isenta de dificuldades,
poderá culminar num alargar de horizontes tão gratificante quanto inadiável.
Placed at the epicenter of a vast transformational process through which the world and society pass, the present school is confronted with the need to establish options: to regenerate and to respond efficiently to the challenges posed to it, in anticipation events, rethinking itself or entering into a process of crystallization, accommodation and stagnation, not renewing its proposals, ideas and vision, acting only in a reactive way. Thinking about herself, questioning her pillars and foundations, equating, in the assumption of a new paradigm, new practices and solutions to the problems, outlining with a strategic vision, long-term goals, as suggested by the reflective schools advocates, the school can find its deepest meaning and project its future in a promising way, being more able to fulfill its mission more effectively: to educate and to promote learning in contexts of great change, uncertainty and complexity. The implementation of a thinking school implies reflective teacher training, holistically oriented towards continuous development and learning, a process in which learning to learn becomes imperative. Thus understood, this learning community (Alarcão, 2009) refers us to a pedagogical supervision that covers the whole school, not sticking to the immediate and the observable, extending, kaleidoscopically, to the whole institution, in a deep look on itself. Following this conceptualization of the school, this work was conceived with the general objective of answering the following question: how to carry out the pedagogical supervision in the frame of a reflective school? As a result of the research carried out, we conclude that the implementation of a reflective school and a new type of pedagogical supervision are hampered by several obstacles, the removal of which requires a great mobilization of all educational actors and a rupture of paradigm leading to the affirmation of practical reflective teachers. In order to respond to the problem raised, an intervention project was outlined, aiming at the dynamization of a training workshop, in the conviction that, by this way, with great formative potential, the problem could be solved, betting on the possibility of promoting and exposing teacher reflexivity and pave the way for new opportunities for professional growth, in the certainty that such a journey, although not linear and free from difficulties, could culminate in a broadening of horizons as gratifying as it is required.
Placed at the epicenter of a vast transformational process through which the world and society pass, the present school is confronted with the need to establish options: to regenerate and to respond efficiently to the challenges posed to it, in anticipation events, rethinking itself or entering into a process of crystallization, accommodation and stagnation, not renewing its proposals, ideas and vision, acting only in a reactive way. Thinking about herself, questioning her pillars and foundations, equating, in the assumption of a new paradigm, new practices and solutions to the problems, outlining with a strategic vision, long-term goals, as suggested by the reflective schools advocates, the school can find its deepest meaning and project its future in a promising way, being more able to fulfill its mission more effectively: to educate and to promote learning in contexts of great change, uncertainty and complexity. The implementation of a thinking school implies reflective teacher training, holistically oriented towards continuous development and learning, a process in which learning to learn becomes imperative. Thus understood, this learning community (Alarcão, 2009) refers us to a pedagogical supervision that covers the whole school, not sticking to the immediate and the observable, extending, kaleidoscopically, to the whole institution, in a deep look on itself. Following this conceptualization of the school, this work was conceived with the general objective of answering the following question: how to carry out the pedagogical supervision in the frame of a reflective school? As a result of the research carried out, we conclude that the implementation of a reflective school and a new type of pedagogical supervision are hampered by several obstacles, the removal of which requires a great mobilization of all educational actors and a rupture of paradigm leading to the affirmation of practical reflective teachers. In order to respond to the problem raised, an intervention project was outlined, aiming at the dynamization of a training workshop, in the conviction that, by this way, with great formative potential, the problem could be solved, betting on the possibility of promoting and exposing teacher reflexivity and pave the way for new opportunities for professional growth, in the certainty that such a journey, although not linear and free from difficulties, could culminate in a broadening of horizons as gratifying as it is required.
Descrição
Orientação: Roque Rodrigues Antunes
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, SUPERVISÃO PEDAGÓGICA, DESENVOLVIMENTO PESSOAL, DESENVOLVIMENTO PROFISSIONAL, PROFESSORES, EDUCATION, PEDAGOGICAL SUPERVISION, PERSONAL DEVELOPMENT, PROFESSIONAL DEVELOPMENT, TEACHERS, ENSINO REFLEXIVO, REFLECTIVE TEACHING