A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2008 |
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/10687 |
Resumo: | The empirical research presented here aimed to investigate and describe the school supervisor s performance of the public teaching system of the city of São Paulo. We attempted to identify this supervisor s performance profile and how this work is acknowledged by different school professionals, establishing a parallel between: the supervision performance proposed in the legal documents, the supervision performance put into practice in the supervisor s view and in the perception of the professionals who work with him, and the desired supervision performance described in the theoretical studies. The leading issues of this research attempted to identify: how the school supervisor who work in an intermediate organ of the school system the Regional Bureau of Education directly entails his action to the work developed in the schools, how this school supervisor s performance has occurred in the schools, the school supervisor s daily actions in the city public school system, his contribution concerning the works and projects developed by the schools, and how it is related to the promotion of opportunities of teaching formation in the school. The research assumed that the main role of the school supervisor from the public school system of the city of São Paulo to supervise, follow and bureaucratically and pedagogically assist the school, as well as to contribute to the formation of technical personnel and teaching professionals of the schools has not been fully accomplished, especially the pedagogical and formation actions, because of determinant factors of the structure of the teaching system operation, or because of unknowing or misunderstanding the function of the supervision performance by the supervisors or professionals of the schools which were target of their performance. This is an analytical and descriptive study of the performance of the school supervisor from the public school system of the city of São Paulo, according to the view of the supervisors and the professionals who work in the schools: principals, pedagogical coordinators and teachers. The data was collected from 2007 to 2008, based on the analysis of official documents, as well as on interviews with 06 teaching supervisors, and the application of questionnaires to 12 professionals from the technical team (school principals and pedagogical coordinators) and to 18 teachers from 06 school units placed in 02 different Bureaus of Education of the city of São Paulo. The research was accomplished with the theoretical support of authors like Gimeno Sacristán and Pérez Gómez, based on M. Weber s perspective. The results obtained allow affirming that the bureaucratic performance prevails in the relationships between supervisors and school agents, although school agents and supervisors affirm the need of a supervision performance facing the pedagogical actions. This ambivalence or duplicity of the school supervisor s role or attributions, which makes him a system agent and school s partner and advisor simultaneously, is present: in the reflection and academic studies, in the legal texts, in the history of this function within the school system, and in the opinions expressed by the supervisors, principals, coordinators and teachers researched |
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Giovanni, Luciana Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4232385P5Vieira, Ailton Santos2016-04-27T16:33:42Z2008-09-222008-08-29Vieira, Ailton Santos. The ambivalence present in the supervision performance and in the school supervisor s role in the public teaching of the city of São Paulo. 2008. 182 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/10687The empirical research presented here aimed to investigate and describe the school supervisor s performance of the public teaching system of the city of São Paulo. We attempted to identify this supervisor s performance profile and how this work is acknowledged by different school professionals, establishing a parallel between: the supervision performance proposed in the legal documents, the supervision performance put into practice in the supervisor s view and in the perception of the professionals who work with him, and the desired supervision performance described in the theoretical studies. The leading issues of this research attempted to identify: how the school supervisor who work in an intermediate organ of the school system the Regional Bureau of Education directly entails his action to the work developed in the schools, how this school supervisor s performance has occurred in the schools, the school supervisor s daily actions in the city public school system, his contribution concerning the works and projects developed by the schools, and how it is related to the promotion of opportunities of teaching formation in the school. The research assumed that the main role of the school supervisor from the public school system of the city of São Paulo to supervise, follow and bureaucratically and pedagogically assist the school, as well as to contribute to the formation of technical personnel and teaching professionals of the schools has not been fully accomplished, especially the pedagogical and formation actions, because of determinant factors of the structure of the teaching system operation, or because of unknowing or misunderstanding the function of the supervision performance by the supervisors or professionals of the schools which were target of their performance. This is an analytical and descriptive study of the performance of the school supervisor from the public school system of the city of São Paulo, according to the view of the supervisors and the professionals who work in the schools: principals, pedagogical coordinators and teachers. The data was collected from 2007 to 2008, based on the analysis of official documents, as well as on interviews with 06 teaching supervisors, and the application of questionnaires to 12 professionals from the technical team (school principals and pedagogical coordinators) and to 18 teachers from 06 school units placed in 02 different Bureaus of Education of the city of São Paulo. The research was accomplished with the theoretical support of authors like Gimeno Sacristán and Pérez Gómez, based on M. Weber s perspective. The results obtained allow affirming that the bureaucratic performance prevails in the relationships between supervisors and school agents, although school agents and supervisors affirm the need of a supervision performance facing the pedagogical actions. This ambivalence or duplicity of the school supervisor s role or attributions, which makes him a system agent and school s partner and advisor simultaneously, is present: in the reflection and academic studies, in the legal texts, in the history of this function within the school system, and in the opinions expressed by the supervisors, principals, coordinators and teachers researchedA pesquisa empírica aqui apresentada teve por objetivo investigar e descrever a atuação do supervisor escolar da rede municipal de São Paulo. Procurou-se identificar qual tem sido o perfil de ação deste supervisor e como esse trabalho é percebido pelos diferentes profissionais da unidade escolar, estabelecendo-se um paralelo entre: a ação supervisora proposta nos documentos legais, a ação supervisora efetivada na visão do próprio supervisor e na percepção dos profissionais com os quais atua, e a ação supervisora considerada desejável descrita nos estudos teóricos. As questões norteadoras da pesquisa buscaram identificar: como o supervisor escolar, que se encontra lotado em um órgão intermediário do sistema escolar a Diretoria Regional de Educação tem sua ação vinculada diretamente ao trabalho desenvolvido pelas escolas, como vem ocorrendo essa atuação do supervisor escolar nas unidades escolares, quais as ações cotidianas do supervisor escolar na rede pública municipal, qual sua contribuição em relação aos trabalhos e projetos desenvolvidos pelas escolas e de que forma isso se relaciona à promoção de oportunidades de formação docente na escola. A pesquisa partiu da hipótese de que o papel primordial do supervisor escolar da rede municipal de São Paulo supervisionar, acompanhar e assessorar burocrática e pedagogicamente a escola, bem como contribuir com a formação do pessoal técnico e docente atuante nas escolas não tem sido plenamente realizado, especialmente as ações de cunho pedagógico e de formação, seja em função de fatores determinantes oriundos da estrutura do próprio funcionamento do sistema de ensino, seja em função do desconhecimento ou da incompreensão da função da ação supervisora pelos supervisores e pelos profissionais das unidades escolares alvos de sua atuação. Trata-se de estudo descritivo e analítico da ação do supervisor escolar da rede municipal de São Paulo, na visão dos próprios supervisores e dos profissionais que atuam nas escolas: diretores, coordenadores pedagógicos e professores. Os dados foram coletados no período 2007-2008, com base em análise de documentos oficiais, bem como a partir de entrevistas com 06 supervisores escolares e de aplicação de questionários a 12 profissionais da equipe técnica (diretores de escola e coordenadores pedagógicos) e 18 professores de 06 unidades escolares situadas em 02 Diretorias de Educação do município de São Paulo. A pesquisa foi realizada com o apoio teórico de autores como Gimeno Sacristán e Pérez Gómez, tendo por base a perspectiva de M. Weber. Os resultados obtidos permitem afirmar que, nas relações entre supervisores e agentes escolares predominam as ações de cunho burocrático, muito embora agentes escolares e supervisores afirmem a necessidade de uma ação supervisora mais voltada às ações pedagógicas. Essa ambivalência ou duplicidade do papel e atribuições do supervisor escolar, que o torna, ao mesmo tempo, agente do sistema e parceiro e assessor da escola , está presente: nas reflexões e estudos acadêmicos, nos textos legais, na própria história dessa função dentro do sistema escolar e nas visões expressas por supervisores, diretores, coordenadores e professores pesquisadosapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22387/Ailton%20Santos%20Vieira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoSupervisão escolarAção supervisoraRelações entre supervisor escolar-escolasEnsino público municipal de São PauloSupervisao escolar -- Sao Paulo (cidade)Escolas municipais -- Sao Paulo (cidade)Escolas publicas -- Sao Paulo (estado) -- Organizacao e administracaoSchool supervisionSupervision performanceRelationships among school supervisor-schoolPublic teaching of the city of São PauloCNPQ::CIENCIAS HUMANAS::EDUCACAOA ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São PauloThe ambivalence present in the supervision performance and in the school supervisor s role in the public teaching of the city of São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAilton Santos Vieira.pdf.txtAilton Santos Vieira.pdf.txtExtracted texttext/plain443181https://repositorio.pucsp.br/xmlui/bitstream/handle/10687/3/Ailton%20Santos%20Vieira.pdf.txt81b02e9d871bcd467f09f088427a77a9MD53ORIGINALAilton Santos Vieira.pdfapplication/pdf1270769https://repositorio.pucsp.br/xmlui/bitstream/handle/10687/1/Ailton%20Santos%20Vieira.pdf09f2876eaae9d3c69788424d7cd0b2beMD51THUMBNAILAilton Santos Vieira.pdf.jpgAilton Santos Vieira.pdf.jpgGenerated Thumbnailimage/jpeg3901https://repositorio.pucsp.br/xmlui/bitstream/handle/10687/2/Ailton%20Santos%20Vieira.pdf.jpgff2d2af254496e999d5b59ee16c780adMD52handle/106872022-06-10 13:36:25.418oai:repositorio.pucsp.br:handle/10687Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-10T16:36:25Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
dc.title.alternative.eng.fl_str_mv |
The ambivalence present in the supervision performance and in the school supervisor s role in the public teaching of the city of São Paulo |
title |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
spellingShingle |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo Vieira, Ailton Santos Supervisão escolar Ação supervisora Relações entre supervisor escolar-escolas Ensino público municipal de São Paulo Supervisao escolar -- Sao Paulo (cidade) Escolas municipais -- Sao Paulo (cidade) Escolas publicas -- Sao Paulo (estado) -- Organizacao e administracao School supervision Supervision performance Relationships among school supervisor-school Public teaching of the city of São Paulo CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
title_full |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
title_fullStr |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
title_full_unstemmed |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
title_sort |
A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo |
author |
Vieira, Ailton Santos |
author_facet |
Vieira, Ailton Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4232385P5 |
dc.contributor.author.fl_str_mv |
Vieira, Ailton Santos |
contributor_str_mv |
Giovanni, Luciana Maria |
dc.subject.por.fl_str_mv |
Supervisão escolar Ação supervisora Relações entre supervisor escolar-escolas Ensino público municipal de São Paulo Supervisao escolar -- Sao Paulo (cidade) Escolas municipais -- Sao Paulo (cidade) Escolas publicas -- Sao Paulo (estado) -- Organizacao e administracao |
topic |
Supervisão escolar Ação supervisora Relações entre supervisor escolar-escolas Ensino público municipal de São Paulo Supervisao escolar -- Sao Paulo (cidade) Escolas municipais -- Sao Paulo (cidade) Escolas publicas -- Sao Paulo (estado) -- Organizacao e administracao School supervision Supervision performance Relationships among school supervisor-school Public teaching of the city of São Paulo CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School supervision Supervision performance Relationships among school supervisor-school Public teaching of the city of São Paulo |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The empirical research presented here aimed to investigate and describe the school supervisor s performance of the public teaching system of the city of São Paulo. We attempted to identify this supervisor s performance profile and how this work is acknowledged by different school professionals, establishing a parallel between: the supervision performance proposed in the legal documents, the supervision performance put into practice in the supervisor s view and in the perception of the professionals who work with him, and the desired supervision performance described in the theoretical studies. The leading issues of this research attempted to identify: how the school supervisor who work in an intermediate organ of the school system the Regional Bureau of Education directly entails his action to the work developed in the schools, how this school supervisor s performance has occurred in the schools, the school supervisor s daily actions in the city public school system, his contribution concerning the works and projects developed by the schools, and how it is related to the promotion of opportunities of teaching formation in the school. The research assumed that the main role of the school supervisor from the public school system of the city of São Paulo to supervise, follow and bureaucratically and pedagogically assist the school, as well as to contribute to the formation of technical personnel and teaching professionals of the schools has not been fully accomplished, especially the pedagogical and formation actions, because of determinant factors of the structure of the teaching system operation, or because of unknowing or misunderstanding the function of the supervision performance by the supervisors or professionals of the schools which were target of their performance. This is an analytical and descriptive study of the performance of the school supervisor from the public school system of the city of São Paulo, according to the view of the supervisors and the professionals who work in the schools: principals, pedagogical coordinators and teachers. The data was collected from 2007 to 2008, based on the analysis of official documents, as well as on interviews with 06 teaching supervisors, and the application of questionnaires to 12 professionals from the technical team (school principals and pedagogical coordinators) and to 18 teachers from 06 school units placed in 02 different Bureaus of Education of the city of São Paulo. The research was accomplished with the theoretical support of authors like Gimeno Sacristán and Pérez Gómez, based on M. Weber s perspective. The results obtained allow affirming that the bureaucratic performance prevails in the relationships between supervisors and school agents, although school agents and supervisors affirm the need of a supervision performance facing the pedagogical actions. This ambivalence or duplicity of the school supervisor s role or attributions, which makes him a system agent and school s partner and advisor simultaneously, is present: in the reflection and academic studies, in the legal texts, in the history of this function within the school system, and in the opinions expressed by the supervisors, principals, coordinators and teachers researched |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-09-22 |
dc.date.issued.fl_str_mv |
2008-08-29 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:33:42Z |
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Vieira, Ailton Santos. The ambivalence present in the supervision performance and in the school supervisor s role in the public teaching of the city of São Paulo. 2008. 182 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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https://tede2.pucsp.br/handle/handle/10687 |
identifier_str_mv |
Vieira, Ailton Santos. The ambivalence present in the supervision performance and in the school supervisor s role in the public teaching of the city of São Paulo. 2008. 182 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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Pontifícia Universidade Católica de São Paulo |
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