Formar para transformar práticas avaliativas: uma proposta de ação supervisora

• Autor(a) principal: Paula, Luciana Patricia Albuquerque de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/21705
• topic: Formação em contexto; Coordenadores educacionais; Supervisores escolares; Avaliação educacional; Context training; Educational coordinators; School supervisors; Education - Evaluation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research had the general objective to develop a proposal for supervising action for the orientation and follow-up of the formation processes in context, developed by pedagogical coordinators with the teachers, in the thematic evaluation of learning. For the elaboration of the proposal, we look for theoretical references that subsidize the understanding of the role of the school supervisor and the pedagogical coordinator in the daily school life; the analysis of the concepts built on formation processes in context in the educational units; and the conceptions that underlie the evaluation process of classroom learning. The proposal consisted in organizing mentoring meetings, inspired by the tutorial actions developed by Fundação Itaú Social, together with the pedagogical coordinator, to carry out activities such as diagnosis of the school context, analysis of pedagogical documentation, monitoring and structuring of their work routine. The research of qualitative approach involved the obtaining of descriptive data, through questionnaires and a collective interview for submission of the proposal of supervisory action to pedagogical coordinators and school supervisors, linked to the Municipal Department of Education of São Paulo, aiming to gather data about the usefulness, viability and modifications relevant to their implementation. The result of the research was the presentation of a proposal for a supervisory action that emphasizes a proactive role of the school supervisor in daily observation, reality analysis, discussion of referrals and formation strategies with the pedagogical coordinator, indicating the need to build links and partnerships that allow the follow-up, orientation and evaluation of the educational unit, as well as promote the process of awareness and involvement, both of pedagogical coordinators and the school supervisor, in a qualified work of evaluating learning and strengthening of formation spaces in context