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A escuta do supervisor reflexivo : uma estratégia dialógica possível de potencializar a prática profissional do professor
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Este estudo empírico demandou especial atenção à escuta como recurso para aprofundamento
da temática da supervisão reflexiva, considerando a presença do diálogo na atuação do
supervisor. Como objetivo geral, buscou-se analisar como a escuta do supervisor pode vir a ser
estratégia dialógica que possibilite o enriquecimento da prática profissional do professor. Essa
questão desdobrou-se nos seguintes objetivos específicos: identificar se a relação vincular
constituída entre supervisor e professor é capaz de gerar confiançaa favorável a essa escuta,
bem como perceber se o estabelecimento de uma relação dialógica produzida por essa escuta
pode contribuir com as devolutivas dadas ao professor pelo supervisor. A presente investigação
enquadra-se numa abordagem de natureza qualitativa, fundamentada no paradigma
interpretativo. Os dados foram coletados no ano letivo de 2021, por meio de análise
documental, observação e entrevista semiestruturada e tratados mediante o emprego da técnica
da análise de conteúdo, combinados mediante o procedimento da triangulação desses dados
das diversas fontes. Participaram da pesquisa 4 supervisores dos anos finais (do 6º ao 9º ano)
do ensino fundamental, que integram a equipe pedagógica de uma grande escola com mais de
6 mil alunos do Infantil I ao pré-vestibular. Extraiu-se da pesquisa que a relação vincular
constituída entre supervisor e professor gera confiança favorável para a escuta, diálogo e
reflexão, e que a escuta do supervisor reflexivo é estratégia dialógica potencializadora da
prática profissional do professor na medida em que esse profissional esteja aberto para ouvir
atentamente e refletir.
This empirical study required special attention to listening as a resource to deepen the theme of reflexive supervision, considering the presence of dialogue in the supervisor's performance. As a general objective, we sought to analyze how listening to the supervisor can become a dialectical strategy that allows the enrichment of the teacher's professional practice. This question has unfolded in the following specific objectives: to identify whether the relationship between supervisor and teacher can generate trust in favor of this listening, as well as to understand whether the establishment of a dialogical relationship produced by this listening can contribute to the returns given to the teacher by the supervisor. This research is based on a qualitative approach, based on the interpretative paradigm. Data were collected in the school year 2021, through documental analysis, observation and semi-structured interview and processed using the content analysis technique, combined through the triangulation procedure of these data from the various sources. Four supervisors from the final years (from the 6th to the 9th grade) of elementary school participated in the research, who are part of the pedagogical team of a large school with more than 6,000 students from “Infantil I” to “pré-vestibular”. It was extracted from the research that the link relationship constituted between supervisor and teacher generates favorable confidence for listening, dialogue and reflection, and that listening to the reflective supervisor is a dialogical strategy that enhances the professional practice of the teacher to the extent that this professional is open to listen carefully and reflect.
This empirical study required special attention to listening as a resource to deepen the theme of reflexive supervision, considering the presence of dialogue in the supervisor's performance. As a general objective, we sought to analyze how listening to the supervisor can become a dialectical strategy that allows the enrichment of the teacher's professional practice. This question has unfolded in the following specific objectives: to identify whether the relationship between supervisor and teacher can generate trust in favor of this listening, as well as to understand whether the establishment of a dialogical relationship produced by this listening can contribute to the returns given to the teacher by the supervisor. This research is based on a qualitative approach, based on the interpretative paradigm. Data were collected in the school year 2021, through documental analysis, observation and semi-structured interview and processed using the content analysis technique, combined through the triangulation procedure of these data from the various sources. Four supervisors from the final years (from the 6th to the 9th grade) of elementary school participated in the research, who are part of the pedagogical team of a large school with more than 6,000 students from “Infantil I” to “pré-vestibular”. It was extracted from the research that the link relationship constituted between supervisor and teacher generates favorable confidence for listening, dialogue and reflection, and that listening to the reflective supervisor is a dialogical strategy that enhances the professional practice of the teacher to the extent that this professional is open to listen carefully and reflect.
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Supervisão e Orientação da Prática Profissional, Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Interação social Supervisão de professores Reflexão Prática profissional Supervisores Teses de mestrado - 2021