A função supervisora de ensino: encontro e desencontros

• Autor(a) principal: Barbosa, Roselena Ferraz
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: http://repositorio.cruzeirodosul.edu.br/handle/123456789/218
• topic: Supervisão de ensino; Legislação de ensino; Prática pedagógica; Mudança; Democracia; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL

The objective of this bibliographical research is to analyze the speech and practice of the supervisor of education in the State of São Paulo, and its relation with the daily routine of the schools under the state jurisdiction, in the scope of a multidisciplinary approach, which joints legislation, critical literature and experience. In the analysis, therefore, we infer on “visions of education” and the micro and macro-systems values of the supervising culture in the State of São Paulo. Thus, the following question is posed: is the supervisor causing the search for the emancipatory education to advance? To deal with this problem, the research methods are: bibliography exploration, critical reading of Educational Laws, and revisiting the researcher’s registers and practices. The relevance of the research, in social dimension, is in the emergency of the school democratization and the social inclusion, making the development of a Political-Pedagogical Project essential, in order to stimulate and make possible the ample participation of the society in the overcoming of imposed limitations inside and outside the school wall. In personal dimension, the relevance of the research is in its assumption as an initiative of continuing education and a quality reference for educational memorial, since a Master degree course is strictly jointed to an exhaustive and constant knowledge enhancement, via continuing education and on duty. Along this course, the reality of the formal education can be identified under varied aspects: political, cultural, economical, social. This work is justified for expecting the analysis to contribute for the reader to identify a supervision proposal to make the autonomy at school real, and the roles of all people involved in education: the teaching staff, the student body, the lead teacher, the managing group, the supervisor of education, the community, and society. Under the guise of conclusion, it is needed to recognize the supervising practice, along with a theory basis and a reflection on the action, as a factor which contributes in a significant way in order to make a democratic, citizen, libertarian and emancipating education real. Therefore, it is suitable to go for the necessary and urgent changes