Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Leme, Maria Aparecida de Oliveira |
| Orientador(a): |
Passos, Laurizete Ferragut |
| 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: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/18922
|
Resumo: |
This paper aims to investigate whether the work which is being done by supervisors of São Paulo’s State local District as regards the service of their assignments prescribed for their functions. It also wants to analyze the supervisor´s daily actions that match with the ones prescribed in legal documents, in order to point put the main obstacles encountered by supervisors of this education board in relation to the prescribed tasks for his performance. The methodology is argued in a qualitative approach and developed by bibliographical research, document analysis and field research. The context of the research was in an educational district located in the metropolitan area of São Paulo and with five educational supervisors who find themselves in different phases of their careers in the mastership and different phases of performance in educational supervision. The results showed that the prescribed work which guides the functions of the educational supervision has been suffering changes, mostly after the decade of 2000, period which the education board of São Paulo’s State Network proposed a new profile of the educational supervisor to work on this network. The study revealed that the new profile proposed by the documents it´s not consolidated at this specific district yet, due to the administrative tasks that are still blending in with their actions; it was possible to see a struggle of the supervision to understand what would be the possibilities to establish a balance between the pedagogical and administrative actions. As a proposal to transform this scenario we indicate the continuing education in the work context anchored in the methodology of action-reflection-action substantiated in the formation of study groups |
