A supervisão escolar em um contexto de empresariamento da e na educação

Abstract

The present dissertation of Professional Masters in Educational Management has as its title School Supervision in a context of entrepreneurship and Education. The objective of this work is to analyze the possibilities of the pedagogical work of school supervision in the context of institutional adherence to the Learn Brazil System in relation to regulation and regulation of work. Concepts such as Nation-State, Regulation, Regulation, the Historicity of the School Supervisor's profession, Dialogicity and Reflection of pedagogical practice are part of the theoretical framework that gives us academic support for the purpose presented. The methodologies used to reach the data needed for the elaboration of this dissertation were: Documentary Analysis, Dialogue Wheels, Journal of Records and Discursive Textual Analysis After the study and the analyzes carried out we conclude that the public administration has, in fact, put into practice what we have seen about the reconfiguration of the role of the State, of public management in all its spheres. Taking advantage of the regulations and regulations of the educational field, establishing and justifying, based on the instruments of regulation and evaluation, the municipality implemented the Aprende Brasil - Positivo System to “solve” the crisis of the quality of education and its processes in view of IDEB indexes. With the analysis performed it was possible to identify that: the content and the material become the center of the teaching-learning process; the autonomy and the production of knowledge that, until then, was the object of reflection and analysis of the teacher's work, becomes disregarded; the teacher's professional autonomy comes down to the little that is left of the methodology, which is directed by the material itself, results in disqualification and devaluation of the pedagogical policies, which are the basis of the teachers' initial and continuing education. In this way, the content becomes the center of the process and the plaster of the classes, reducing itself to the use of the material only. As a possibility of intervention, the research aimed to provide monthly meetings in school spaces where, through dialogue and reflection of the practice between colleagues of parallel or inter-grade series, experiences are exchanged and even material. Also, revisit criteria and check at what step is the work of each teacher, who is planning their performance, even in compliance with the program S.A.B, enabling the maintenance and appreciation of this professional about the content and the program. Moreover, partnering with academic centers or network colleagues who are in scientific production are interesting possibilities for exchanges.