Ação educativa à luz da supervisão escolar: desafios na execução do projeto político pedagógico nas escolas municipais de Lagoa de Dentro-PB

Abstract

Public educational policies aim to provide quality education for life and social well-being. In order to act in this perspective, the sphere of School Management plays a role in promoting continuing / permanent training in institutions, in order to contribute to an effective pedagogical dimension that enables teacher knowledge and student learning. To understand this scenario, this research aims to collaborate with teacher education processes, problematizing the training policies of educational managers, in order to assess the impacts of their educational intervention at school, focusing on continuing teacher education. The study started from the following guiding question: how has the management of the Paraíba municipality of Lagoa de Dentro-PB promoted actions that favor teaching practice? Considering the role of the manager, from the democratic point of view, for the pedagogical experiences and the school community, the general objective was to analyze the influence of the formation of School Management and its educational action in the permanent formation of teachers. The locus of the research involved three schools in the city of Lagoa de Dentro, contemplating the collaboration of three supervisors and three school managers, whose participation contributed to the construction of an educational product, in the format of a guide for educational meetings in the city. school, called Collective Pedagogical Work Schedule - HTPC. This guide seeks to provide subsidies that favor the continuity of the knowledge necessary for teaching (Tardif, 2016). The theoretical foundation of the research articulated the perceptions and writings of Saviani (2009), Vasconcellos (2008), Tardif (2014), Rangel (2009), Imbernón (2016), among others. The methodology presents a qualitative approach directed to action research, of bibliographic and documentary nature, adding an exploratory and descriptive character. Data collection mobilized observation and interview techniques. The analysis and interpretation of the data were materialized by the pedagogical meetings of the three municipal schools in Paraíba, bringing together supervisors and educational managers in their pedagogical actions, with the help of the researched literature. The discussions aimed at directing the teaching practice - praxis in the studied contexts. It was found that the research brought significant contributions to the managers involved, to their training and consequent performance in the meetings. The study revealed the importance of offering continuing education in schools, in a practical, dialectical and significant way, as it uses the school routine as a principle of pedagogical practice. It was also possible to observe that it is necessary to consolidate training policies for all those involved in the educational process, teachers and executors of strategies that provide the students with meaningful learning. It is hoped that the work carried out will be the starting point for transforming the educational practice of the researched schools into dynamics of discussion and dialogical maturation in the direction of effective decisions that can advance school time-spaces (ALVES, 2004) in their contextual demands and, consequently, the performance of the educational community, paying attention to the subjectivities and expectations of its members.