Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Nascimento, Valdete Pereira da Silva
 |
| Orientador(a): |
Sousa, Clarilza Prado de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23473
|
Resumo: |
This research aimed to study the supervisory action in the municipal educational system of São Paulo city, in order to understand the Social Representations of School Supervisors on a good professional supervisory action. The theoretical framework was Social Representation based on the posture of European Social Psychology, by Serge Moscovici. Contemporary authors whom studies on this topic were used To complement it, was used the documental legislation. The participants were 18 School Supervisors. It was used a questionnaire (open and closed questions) and it was analyzed based on Content Analysis by Maria Laura Barbosa Franco. The results indicated that the participants would like to carry out the pedagogical actions, however they reported that the excessive administrative/ bureaucratic tasks prevent them. They also considered that a good professional supervisory action is one that is welcoming, guiding, reflective and that is concerned with improving the quality of students' learning. However, it was observed in the content of their speeches characteristics of social representations present in the supervisory action that revealed that there seems to be a clear relationship between time of experience and a good supervisory action. Thus, the mastery of legislation and technical-bureaucratic knowledge are elements of professional success. It is possible to infer the importance of strengthening the collective of school supervision in the search for better working conditions for this professional, breaking with an uncritical supervisory action in favor of school-centered supervision, which values the educational community and seeks maintain the balance between administrative and pedagogical dimensions |
