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O papel da supervisão pedagógica na mudança paradigmática da prática educativa: a filosofia no centro do currículo
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Abstract(s)
O presente trabalho de investigação visa averiguar qual é o “Papel da Supervisão Pedagógica na mudança paradigmática da prática educativa”, perspetivando a “Filosofia no centro do Currículo”. Por conseguinte, é um estudo de natureza qualitativa, dada a complexidade do problema que se pretende compreender, dos processos humanos e sociais, do contexto em que a investigação se desenrola e dos resultados esperados.
Na investigação empírica, recorreu-se ao método do estudo de caso, por permitir inúmeras possibilidades de exploração e de investigação, bem como de concretizar os objetivos específicos propostos, nomeadamente, reconhecer os limites e as potencialidades da Supervisão Pedagógica na promoção de uma mudança paradigmática das práticas educativas; refletir sobre a possibilidade de a Filosofia se constituir como uma proposta curricular que abranja todos os ciclos de ensino não superior; confrontar as perceções teóricas que professores e alunos têm da Filosofia e da sua utilidade; reconhecer a relevância da Filosofia no Sistema Educativo Português e reconhecer as potencialidades da Filosofia na promoção de mudanças nas práticas educativas. A entrevista (semiestruturada) foi a técnica de investigação e de recolha de dados adotada, por permitir obter direta e imediatamente a informação pretendida, junto dos sujeitos da amostra (seis professores e cinco alunos). Para a análise dos dados implementou-se o método de análise de conteúdo.
A partir das perceções recolhidas junto dos participantes na investigação e da sua análise crítica e cuidada, foi possível responder às questões da investigação e depreender que urge uma mudança paradigmática das práticas educativas, que pode ser concretizada com o contributo da Filosofia a dois níveis: a partir da aliança entre a Filosofia (ou a atitude filosófica que esta implica) e a Supervisão Pedagógica, bem como por via da extensão curricular da Filosofia a todos os ciclos de ensino não superior.
This research work aims to establish what the “Role of Pedagogical Supervision in paradigmatic changes in educational practice" envisioning "Philosophy at the center of the Curriculum". Therefore, it is a qualitative study, given the complexity of the problem to be understood, of the human and social processes, the context in which the research takes place and the expected results. In the empirical research, we used the case study method for allowing numerous opportunities for exploration and research, and to achieve the proposed specific objectives, namely to recognize the limits and potential of Pedagogical Supervision to promote a paradigm shift in educational practices; reflect on the possibility of Philosophy to constitute itself as a curricular proposal covering all non-higher education cycles; confront the theoretical perceptions that teachers and students have of Philosophy and its usefulness; recognize the relevance of Philosophy in the Portuguese Educational System and recognize the potential of Philosophy in promoting changes in educational practices. The interview (semi-structured) was the technique of investigation and data collection adopted, which enable more direct and immediate desired information from the sample subjects (six teachers and five students). For the data analysis implemented the method of content analysis. From the perceptions gathered from the research participants and its critical and careful analysis, it was possible to answer the questions of the research, conclude that urges a paradigm shift in educational practices, which can be realized with the contribution of Philosophy to two levels: from the alliance between Philosophy (or philosophical attitude that this implies) and Pedagogical Supervision, as well as through the extension of curriculum Philosophy to all non-higher education cycles.
This research work aims to establish what the “Role of Pedagogical Supervision in paradigmatic changes in educational practice" envisioning "Philosophy at the center of the Curriculum". Therefore, it is a qualitative study, given the complexity of the problem to be understood, of the human and social processes, the context in which the research takes place and the expected results. In the empirical research, we used the case study method for allowing numerous opportunities for exploration and research, and to achieve the proposed specific objectives, namely to recognize the limits and potential of Pedagogical Supervision to promote a paradigm shift in educational practices; reflect on the possibility of Philosophy to constitute itself as a curricular proposal covering all non-higher education cycles; confront the theoretical perceptions that teachers and students have of Philosophy and its usefulness; recognize the relevance of Philosophy in the Portuguese Educational System and recognize the potential of Philosophy in promoting changes in educational practices. The interview (semi-structured) was the technique of investigation and data collection adopted, which enable more direct and immediate desired information from the sample subjects (six teachers and five students). For the data analysis implemented the method of content analysis. From the perceptions gathered from the research participants and its critical and careful analysis, it was possible to answer the questions of the research, conclude that urges a paradigm shift in educational practices, which can be realized with the contribution of Philosophy to two levels: from the alliance between Philosophy (or philosophical attitude that this implies) and Pedagogical Supervision, as well as through the extension of curriculum Philosophy to all non-higher education cycles.
Description
Keywords
Supervisão pedagógica Filosofia Mudança paradigmática Prática educativa Ética Pensar crítico Pedagogical supervision Philosophy Paradigmatic change Educational practice Ethic Critical thinking Ciências da Educação - Supervisão Pedagógica . Faculdade de Ciências Sociais