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A prática profissional do supervisor escolar e os desafios sobre a evasão e o abandono na educação de jovens e adultos em Fortaleza
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Ao longo da história da educação brasileira, a prática profissional do supervisor vem passando por grandes modificações, sendo crescente sua importância como um dos profissionais na escola que procura direcionar o trabalho pedagógico para que se efetive com qualidade o processo educacional. Tal fato teve como consequência a redução dos índices de estudantes que evadiam ou que abandonavam a escola, bem como o impacto qualitativo nos processos de ensino e aprendizagem. Esse contexto motivou o aparecimento de diversas ações e parcerias, cujo principal objetivo foi identificar estudantes fora da escola através do controle e acompanhamento dos casos, a fim de serem adotadas providências necessárias para a matrícula, bem como a permanência do estudante na escola. No âmbito do desenvolvimento do trabalho do supervisor escolar, o grande desafio atual não é somente instrumentalizá-lo para o monitoramento da infrequência, mas sim o de desenvolver ações eficazes no processo educativo. Desse modo, essa pesquisa abordou a temática da prática dos supervisores escolares que trabalham com Educação de Jovens e Adultos, tendo como objetivo principal investigar como acontece esse trabalho preventivo e quais as principais ações desenvolvidas por esse profissional. Para isso, foram realizados trabalho de campo e investigação documental. Foram analisados os documentos propostos pela Secretaria Municipal de Fortaleza – SME e as ações elaboradas pela própria escola, os quais orientavam a rotina a ser desenvolvida pelo supervisor. A pesquisa de campo envolveu, ao todo, seis participantes, sendo 2 supervisores das turmas de EJA – 1° segmento (1º ao 5º ano) e 2° segmento (6º ao 9º ano), 2 estudantes e 2 professores.Como estratégias de recolha de dados foram utilizadas a entrevista e a observação. Os dados de natureza qualitativa oriundos da coleta em campo foram analisados valendo-se da análise de conteúdo (BARDIN, 2011). Os aspectos relevantes que sintetizam as conclusões provenientes da análise documental são: (1) o instrumental disponibilizado pela SME que apresenta a orientação da rotina; (2) observou-se que cada escola elabora ações específicas, o que, de um modo geral, apresentou perfis e estratégias divergentes entre as escolas. Das conclusões oriundas das observações e entrevistas, destaca que os supervisores apresentaram boas práticas no que se refere à educação popular, participação e gestão democrática presentes nas escolas em Fortaleza. A pesquisa apresentou diversos aspectos positivos relacionados à motivação e participação, aspectos estes determinantes nas ações eficazes das atribuições do supervisor escolar.
Throughout the history of Brazilian education, the professional practice of the supervisor has been undergoing major changes, increasing its importance as one of the professionals in the school who seeks to direct the pedagogical work so that the educational process is carried out with quality. This has resulted in a reduction in the number of students dropping out or dropping out of school, as well as the qualitative impact on teaching and learning processes. This context motivated the appearance of several actions and partnerships, whose main objective was to identify students out of school through the control and follow-up of the cases, in order to adopt necessary measures for the enrollment, as well as the student's stay in school. In the context of the development of the work of the school supervisor, the current great challenge is not only to use it to monitor infrequency, but to develop effective actions in the educational process. Thus, this research addressed the theme of the practice of school supervisors working with Youth and Adult Education, whose main objective is to investigate how this preventive work happens and what the main actions developed by this professional. For that, field work and documentary research were carried out. The documents proposed by the Municipal Secretariat of Fortaleza (SME) and the actions elaborated by the school itself were analyzed, which guided the routine to be developed by the supervisor. The field research involved, in all, six participants, two supervisors of the EJA classes - 1st segment (1st to 5th year) and 2nd segment (6th to 9th grade), 2 students and 2 teachers.As collection strategies interview and observation were used. The qualitative data from the field collection were analyzed using content analysis (BARDIN, 2011). The relevant aspects that synthesize the conclusions from the documentary analysis are: (1) the instrument provided by the SME that presents the routine orientation; (2) it was observed that each school elaborates specific actions, which, in general, presented divergent profiles and strategies among schools. From the conclusions drawn from the observations and interviews, he emphasized that supervisors presented good practices regarding popular education, participation and democratic management present in schools in Fortaleza.The research presented several positive aspects related to motivation and participation, aspects that are determinants in the effective actions of the attributions of the school supervisor.
Throughout the history of Brazilian education, the professional practice of the supervisor has been undergoing major changes, increasing its importance as one of the professionals in the school who seeks to direct the pedagogical work so that the educational process is carried out with quality. This has resulted in a reduction in the number of students dropping out or dropping out of school, as well as the qualitative impact on teaching and learning processes. This context motivated the appearance of several actions and partnerships, whose main objective was to identify students out of school through the control and follow-up of the cases, in order to adopt necessary measures for the enrollment, as well as the student's stay in school. In the context of the development of the work of the school supervisor, the current great challenge is not only to use it to monitor infrequency, but to develop effective actions in the educational process. Thus, this research addressed the theme of the practice of school supervisors working with Youth and Adult Education, whose main objective is to investigate how this preventive work happens and what the main actions developed by this professional. For that, field work and documentary research were carried out. The documents proposed by the Municipal Secretariat of Fortaleza (SME) and the actions elaborated by the school itself were analyzed, which guided the routine to be developed by the supervisor. The field research involved, in all, six participants, two supervisors of the EJA classes - 1st segment (1st to 5th year) and 2nd segment (6th to 9th grade), 2 students and 2 teachers.As collection strategies interview and observation were used. The qualitative data from the field collection were analyzed using content analysis (BARDIN, 2011). The relevant aspects that synthesize the conclusions from the documentary analysis are: (1) the instrument provided by the SME that presents the routine orientation; (2) it was observed that each school elaborates specific actions, which, in general, presented divergent profiles and strategies among schools. From the conclusions drawn from the observations and interviews, he emphasized that supervisors presented good practices regarding popular education, participation and democratic management present in schools in Fortaleza.The research presented several positive aspects related to motivation and participation, aspects that are determinants in the effective actions of the attributions of the school supervisor.
Descrição
Dissertação de mestrado, Educação (Área de Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Supervisores Evasão escolar Abandono escolar Teses de mestrado - 2018