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Supervisão pedagógica nas práticas de expressão plástica no 1º CEB. Que contributos? Um estudo em escolas da RAM
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Abstract(s)
O estudo agora apresentado procurou aferir acerca de eventuais contributos da supervisão
pedagógica, realizada de forma organizada através da Direção de Serviços de Educação
Artística (DSEA), da Direção Regional de Educação (DRE), nas práticas pedagógicas da
atividade de Expressão Plástica, no enriquecimento curricular, nas escolas do 1.º ciclo do
ensino básico da Região Autónoma da Madeira. Procurámos evidências de possíveis
influências desse acompanhamento pedagógico de atividades e projetos, na transformação
do professor reflexivo e nas opções metodológicas dos processos de ensino e aprendizagem
da atividade. Esta correspondência foi analisada com estratégias e metodologias próprias
da investigação qualitativa, através de um estudo de caso. Para levar o estudo a cabo,
considerámos os documentos curriculares de referência, a análise das entrevistas
semiestruturadas realizadas a docentes de apoio à Coordenação Regional de Expressão
Plástica, da DRE/DSEA e a docentes do grupo de recrutamento 140, a lecionar,
exclusivamente a área, em escolas da Região. Estabelecemos relações entre as
planificações dos docentes entrevistados, com os resultados visíveis apresentados na
Semana das Artes, outrossim com o que refere a literatura, em contraponto ao que está em
vigor relativamente a legislação específica. Tudo isto sem descurar aquelas que são as
considerações expressas bilateralmente, relativamente à atividade de acompanhamento
pedagógico de atividades e projetos, nas práticas letivas da Expressão Plástica. O
reconhecimento da importância desse acompanhamento na formação inicial de professores,
a inclusão dos projetos da Semana das Artes e dos concursos de Expressão Plásticas, nas
planificações docentes, bem como o conhecimento das atribuições da Coordenação da
DRE, são alguns dos aspetos dessa influência, que esta investigação conseguiu evidenciar.
This study sought to assess possible contributions of pedagogical supervision action carried out in pedagogical practices of Artistic Expression, as curricular enrichment, in 1st cycle schools of primary education in the Autonomous Region of Madeira, organized by the Department of Artistic Education Services (DSEA), of the Regional Education Directorate (DRE). We looked for evidence of potential influences of this pedagogical monitoring of activities and projects in the transformation of the reflective teacher and the methodological options of the teaching and learning processes of the activities. It was analysed using strategies and methodologies which are specific to qualitative research through a case study. To achieve this goal, we considered the reference curricular documents, the analysis of semi-structured interviews, conducted to teachers in support of the Regional Coordination of Plastic Expression, of DRE/DSEA and the teachers of the recruitment group 140 who teach exclusively the area in schools of the Region. We established relationships between teachers’ annual planning interviewed, with the visible results presented at the Art’s Week, as well as with what the literature refers to, in counterpoint to the specific legislation in force. All this without neglecting the considerations and opinions expressed bilaterally, regarding the activity of pedagogical monitoring of activities and projects, in the practices of Plastic Expression. The recognition of the importance of this monitoring in the initial training of teachers, the inclusion of the projects of the Arts Week and the competitions of Plastic Expression, in the teaching plans, as well as the knowledge of the attributions of the DRE Coordination, are some of the aspects of this influence, which this investigation was able to highlight.
This study sought to assess possible contributions of pedagogical supervision action carried out in pedagogical practices of Artistic Expression, as curricular enrichment, in 1st cycle schools of primary education in the Autonomous Region of Madeira, organized by the Department of Artistic Education Services (DSEA), of the Regional Education Directorate (DRE). We looked for evidence of potential influences of this pedagogical monitoring of activities and projects in the transformation of the reflective teacher and the methodological options of the teaching and learning processes of the activities. It was analysed using strategies and methodologies which are specific to qualitative research through a case study. To achieve this goal, we considered the reference curricular documents, the analysis of semi-structured interviews, conducted to teachers in support of the Regional Coordination of Plastic Expression, of DRE/DSEA and the teachers of the recruitment group 140 who teach exclusively the area in schools of the Region. We established relationships between teachers’ annual planning interviewed, with the visible results presented at the Art’s Week, as well as with what the literature refers to, in counterpoint to the specific legislation in force. All this without neglecting the considerations and opinions expressed bilaterally, regarding the activity of pedagogical monitoring of activities and projects, in the practices of Plastic Expression. The recognition of the importance of this monitoring in the initial training of teachers, the inclusion of the projects of the Arts Week and the competitions of Plastic Expression, in the teaching plans, as well as the knowledge of the attributions of the DRE Coordination, are some of the aspects of this influence, which this investigation was able to highlight.
Description
Keywords
Supervisão pedagógica Práticas pedagógicas Expressão plástica Professor reflexivo Pedagogical supervision Pedagogical practices Artistic expression Reflective teacher Ciências da Educação - Supervisão Pedagógica . Faculdade de Ciências Sociais