Supervisão de ensino e democracia: realidades, limites e possibilidades no município de Mauá/SP

• Autor(a) principal: Carvalho, Francisco de Assis
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4128
• topic: Supervisão do ensino; Gestão democrática; Políticas públicas em educação; Administração da educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research sought to analyze the role of the teaching supervisor and the practices of these professionals within the scope of the Basic Education System of the municipality of Mauá / SP, as well as the new challenges imposed in a scenario of consolidation of democracy and its institutions. Based on a documentary and empirical survey, one sought to identify the reality, the limits and the possibilities in the work of teaching supervisors who work in this system, in order to know the professional, the conception of the supervisory action and the training demands for this activity in the municipal education system. Based on a theoretical framework concentrated on a critical perspective of school administration, works by scholars such as Saviani (1999, 2000 and 2007), Paro (1986, 2002, 2011 and 2012) and Sander (2005, 2007 and 2009) were used. The researcher sought elements that would allow a critical view of both school administration and teaching supervision segment. To provide references for the analysis of the results, the concept of the Multidimensional Paradigm of Educational Administration (SANDER, 2010) was used, which considers that school administration has four dimensions that are dialectically and simultaneously articulated, namely: economic, pedagogical, political and cultural. The methodological path involved participant observation, literature review, documentary survey and empirical research. The documentary survey allowed for a better knowledge of the network and the trajectory of teaching supervision in the city, through the study of legal provisions and historical records. The empirical work was done through semi-structured interviews addressed to supervisors, school managers and the municipal secretary of education. Five teaching supervisors, five school managers and the secretary of education participated in the research. The interviews were carried out remotely and recorded using the Google Meet application. The transcribed material was submitted to lexical analysis with the application of IRAMUTEQ software, commonly used in studies of human and social sciences. Regarding the results obtained, the objectives initially proposed the search for elements that would allow the understanding of the origin and historical trajectory of school supervision, which led to the study of works such as Ferreira (2011, 2013), Lima (2013), Nogueira (2005) and Saviani (2000), responsible for the information that allowed the reconstruction of the historical trajectory of supervision, ranging from primitive societies to the present day. Subsequently, issues inherent to the legal attributions were highlighted in comparison with the declared practices of the teaching supervision in Mauá: supervisors and managers highlighted the importance of the supervisor's role alongside schools as a way to monitor and guide the work of the school team. However, problems arising from the absence of the supervisor at school were described. There was a supposed emptying of the teaching supervisor's role as trainer, due to the creation of a staff of trainer teachers. However, an examination of the teaching supervisor's job description revealed his role in monitoring the development of continuing education programs proposed by the Education Secretariat. The results also showed administrative, pedagogical and training demands along with municipal school managers and supervisors, such as: knowledge related to the mediation of administrative and pedagogical work at school; planning of actions and establishing of goals and knowledge and updating on educational legislation.