A supervisão nas funções do delegado de grupo disciplinar
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2013
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A escola, nos últimos anos, passou por alterações que a transformaram numa organização autónoma, na qual o topo da liderança e os restantes indivíduos da comunidade educativa devem desenvolver um trabalho assente na colaboração e reflexão que conduza ao envolvimento de todos na consecução dos objetivos previamente delineados.
Tornando-se relevante, para o efeito, desenvolver práticas de supervisão que visem melhorar as aprendizagens de todos os que na escola desenvolvem o seu trabalho, sendo por isso necessário que desde a gestão de topo à gestão intermédia se fomentem funções supervisivas.
Deste modo, coloca-se a questão de como fomentar a supervisão na função do delegado de grupo? Para que através de práticas supervisivas se possa acompanhar o trabalho desenvolvido pelo grupo disciplinar, com base na cooperação, diálogo e reflexão através das quais todos aprendem e melhoram a sua ação.
No sentido de promover a prática da supervisão no exercício da função do delegado, apresentamos um projeto de formação de professores no domínio da supervisão e do papel do supervisor, com o objetivo de melhorar a participação das lideranças intermédias nas estruturas ou serviços da escola através da implementação de práticas reflexivas proporcionadas pelo trabalho colaborativo entre docentes. Contribuindo, desta maneira, para o desenvolvimento profissional e pessoal através da formação.
In recent years school has undergone changes that transformed it in an autonomous organization, in which the top of its leadership and the remaining individuals of the educational community must develop a work based on collaboration and reflection that leads to the involvement of all in achieving the objectives previously outlined. It then becomes relevant to develop supervisory practices which aim the improvement of the apprenticeships of all that develop their work at school, being thus necessary to promote supervising management functions from top to middle management. Therefore the question of how to enhance the supervision on the function of the group delegate arises. By means of supervisory practices the group delegate should be able to monitor the work developed by the subject group, based on cooperation, dialogue and reflection through which all learn and improve their action. In order to promote the practice of supervision in the exercise of the function of the group delegate, one presents a teacher training project on supervision and the role of the supervisor, with the goal of enhancing the involvement of the intermediate leaderships in the structures or school services through reflective practices, which are afforded by collaborative work among teachers and therefore contribute to professional and personal development through training.
In recent years school has undergone changes that transformed it in an autonomous organization, in which the top of its leadership and the remaining individuals of the educational community must develop a work based on collaboration and reflection that leads to the involvement of all in achieving the objectives previously outlined. It then becomes relevant to develop supervisory practices which aim the improvement of the apprenticeships of all that develop their work at school, being thus necessary to promote supervising management functions from top to middle management. Therefore the question of how to enhance the supervision on the function of the group delegate arises. By means of supervisory practices the group delegate should be able to monitor the work developed by the subject group, based on cooperation, dialogue and reflection through which all learn and improve their action. In order to promote the practice of supervision in the exercise of the function of the group delegate, one presents a teacher training project on supervision and the role of the supervisor, with the goal of enhancing the involvement of the intermediate leaderships in the structures or school services through reflective practices, which are afforded by collaborative work among teachers and therefore contribute to professional and personal development through training.
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Orientação: Ana Paula Silva
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, SUPERVISÃO, LIDERANÇA, EDUCATION, SUPERVISION, LEADERSHIP