SUPERVISÃO PEDAGÓGICA NO CONTEXTO EDUCATIVO PORTUGUÊS: SINTOMAS, PERSPETIVAS E PRÁTICAS

Abstract

This article is based on research conducted at Universidade Aberta as part of the master’s degree in Pedagogical Supervision. It is exploratory in nature, analyzing a non-probabilistic sample of teachers teaching in different educational regions of the country and at different stages of their professional career. It starts from the psychosocial assumption that the individual and the environment are connected in a dialectical relationship that makes them interdependent. From this point on, it seeks to answer the following research questions: to know the perspectives that teachers attribute to the concepts of pedagogical supervision (PSv) that support the current practice of PSv presented in the form of statements; the contribution  attributed by teachers to the PSv practices experienced on the modification of their teaching practices; the increase in the success of their students, their professional development, the development of self-knowledge and personal growth; the relationship between the perspectives, symptoms, and effects felt, and sociodemographic characteristics. Methodologically, a quantitative-interpretative paradigm was used with the application of a questionnaire survey with closed answers consisting of Likert scales of five items. The analysis of the results was guided by four dimensions of analysis: i) sociodemographic characterization; ii) type of employment relationship; iii) length of service; iv) the educational regions where they teach. The results point to an appreciation of the main theoretical-practical constructs that substantiate pedagogical supervision but consider their presence in the PSv processes experienced to be quite mitigated. The contribution of PSv practices on the four aspects mentioned above is also considered very low.