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Authors
Advisor(s)
Abstract(s)
De que forma as práticas da supervisão pedagógica da Guiné-Bissau podem contribuir
para melhorar as condições de aprendizagem das crianças, nas práticas do Jardim e Pré-
escolar com foco nas seguintes dimensões: “supervisão da organização de ambiente
educativo, as planificações e as rotinas?”, foi esta a questão que nos levou ao presente
trabalho de investigação, cujo objeto de estudo centra-se no trabalho que os participantes
da investigação desenvolvem no jardim, de modo a compreender as dificuldades
pedagógicas e analisar as práticas de supervisão existente no jardim, principalmente nas
três dimensões acima mencionadas. Este trabalho levou-nos a fazer estudo do campo
acerca do jardim como lugar dinamizador da aprendizagem da prática profissional
docente, próxima da criação do conhecimento profissional, das dimensões da supervisão,
da observação e da reflexão repartida como estratégias configuradoras de percursos de
ensino e de aprendizagem. Levou-nos a discutir as medidas caracterizantes da supervisão
enquanto estratégia metacognitiva de progresso e a perspetivar o supervisor como um
recurso estratégico de autoformação e, assim, de desenvolvimento pessoal e profissional.
O trabalho empírico-qualitativo reflete-se numa análise explicativa e incidiu sobre quatro
atores do processo de ensino: uma diretora e duas educadoras, e um inspetor da Inspeção
Geral da Educação. O estudo enquadra-se numa abordagem metodológica de carácter
descritivo, iminentemente qualitativa. Recorremos principalmente a entrevistas
semiestruturadas e aos registos escritos de observação de aulas. As conclusões do estudo
confirmam a importância do jardim/sala de atividade como espaços de reflexão e
formação; potencialidades da supervisão e complexidade do papel do supervisor como
recurso de (auto) formação e (re) aprendizagem da docência, com vista à constante
melhoria dos atos pedagógicos e da supervisão enquanto estratégia promotora de
mecanismos cognitivos e metacognitivos de desenvolvimento pessoal e profissional, que
potencializa as aprendizagens das crianças.
How can Guinea-Bissau's pedagogical supervision practices contribute to improving children's learning conditions, in kindergarten and pre-school practices with a focus on the following dimensions: “Supervision of the educational environment organization, planning and routines”? This was the question that led us to the current research, whose object of study focuses on the work that the research participants develop in kindergarten, in order to understand the pedagogical challenges and analyze the existing supervisory practices, mainly regarding the three dimensions mentioned above. This work led us to carry out a field study of the kindergarten as a dynamic place of learning professional teaching practices that is close to the creation of professional knowledge, supervision, observation and shared reflection as strategies to configure teaching and learning paths. It led us to discuss the measures that characterize supervision as a metacognitive strategy for progress and to see the supervisor as a strategic resource for self-training and, thus, for personal and professional development. The empirical-qualitative work is reflected in an explanatory analysis and focused on four actors in the teaching process: a principal, two educators and an inspector from the General Inspection of Education. The study makes use a descriptive methodology with a qualitative nature. The main data sources were, semi-structured interviews and written records of classroom observations. The conclusions confirm the importance of the kindergarten/activity room as a space for reflection and training; the potential of supervision, and the complexity of the supervisor's role as a resource for (self) training and (re) learning of teaching, with a view to constantly improve pedagogical acts and supervision as a strategy that promotes cognitive and metacognitive mechanisms for personal and professional development, which enhances children's learning.
How can Guinea-Bissau's pedagogical supervision practices contribute to improving children's learning conditions, in kindergarten and pre-school practices with a focus on the following dimensions: “Supervision of the educational environment organization, planning and routines”? This was the question that led us to the current research, whose object of study focuses on the work that the research participants develop in kindergarten, in order to understand the pedagogical challenges and analyze the existing supervisory practices, mainly regarding the three dimensions mentioned above. This work led us to carry out a field study of the kindergarten as a dynamic place of learning professional teaching practices that is close to the creation of professional knowledge, supervision, observation and shared reflection as strategies to configure teaching and learning paths. It led us to discuss the measures that characterize supervision as a metacognitive strategy for progress and to see the supervisor as a strategic resource for self-training and, thus, for personal and professional development. The empirical-qualitative work is reflected in an explanatory analysis and focused on four actors in the teaching process: a principal, two educators and an inspector from the General Inspection of Education. The study makes use a descriptive methodology with a qualitative nature. The main data sources were, semi-structured interviews and written records of classroom observations. The conclusions confirm the importance of the kindergarten/activity room as a space for reflection and training; the potential of supervision, and the complexity of the supervisor's role as a resource for (self) training and (re) learning of teaching, with a view to constantly improve pedagogical acts and supervision as a strategy that promotes cognitive and metacognitive mechanisms for personal and professional development, which enhances children's learning.
Description
Trabalho de Projeto de Mestrado, Educação (Área de Especialidade em Supervisão e Orientação da Prática Profissional), Universidade de Lisboa, Instituto e Educação, 2020
Keywords
Supervisão Planificação Ambiente educativo Trabalhos de projeto de mestrado - 2020