Supervisor de ensino: percepção de um agente público sobre sua atuação
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Data
2018-06-25
Autores
Martins, Rosangela Novaes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho visa analisar a percepção de um agente público, o supervisor de ensino do estado de São Paulo, sobre sua atuação, especialmente na relação com os gestores escolares, diante das possibilidades da implementação de políticas públicas e a realidade do cotidiano escolar. Entende-se por gestores escolares, os profissionais que atuam diretamente com o administrativo e pedagógico da escola: diretor, vice-diretor e professor coordenador. Esse estudo se propõe a caminhar na linha de investigação dessa atuação, verificar as dificuldades que permeiam o cotidiano escolar que possam comprometer o trabalho do agente público, supervisor de ensino, e os aspectos que facilitam. Verificar ainda, em que medida sua atuação colabora ou não para possíveis alterações no trabalho cotidiano dos profissionais na escola, e como percebem a efetividade da ação de formação para os gestores escolares, que papel representa nessa ação e como constata alterações na prática dos gestores envolvidos. O estudo bibliográfico baseia-se nas considerações literárias sobre o agente público, suas denominações, a ação pública, política pública e formação. A coleta de dados se organiza a partir de um questionário aplicado a uma amostra composta pela população disponível de supervisores de ensino representantes de diferentes Diretorias de Ensino do estado de São Paulo. Os resultados apontam para algumas possíveis tendências, uma predominância de um perfil pedagógico, mas com dificuldades em dar equidade às diferentes dimensões da gestão escolar e às funções administrativas e pedagógicas inerentes à ação supervisora. Além disso, sua representação enquanto executor e o responsável pela implementação das políticas públicas e não partícipe de sua elaboração. Esse estudo favoreceu a reflexão sobre o papel do supervisor de ensino e as possibilidades de ressignificação da ação supervisora como agente público, de modo a buscar a superação de uma representatividade puramente técnica. E talvez, dessa forma, fortalecer sua ação na dimensão política no enfrentamento dos desafios do cotidiano.
The present work aims at analyzing the perception of a public agent, the teaching supervisor of the state of São Paulo, about his / her performance, especially in relation to school managers, in view of the possibilities of implementing public policies and the reality of daily school life. It is understood by school managers, the professionals who work directly with the administrative and pedagogical of the school: director, deputy director and coordinating teacher. This study proposes to walk in the line of investigation of this action, to verify the difficulties that permeate the daily school life that can compromise the work of the public agent, supervisor of teaching, and the aspects that facilitate. To verify, to what extent, their actions collaborate or not to possible changes in the daily work of the professionals in the school, and how they perceive the effectiveness of the training action for the school managers, what role it represents in this action and how it finds changes in the practice of the managers involved. The bibliographic study is based on the literary considerations on the public agent, its denominations, the public action, public policy and formation. The data collection is organized from a questionnaire applied to a sample composed of the available population of teaching supervisors, representatives of different Teaching Offices of the state of São Paulo. The results point to some possible trends, a predominance of a pedagogical profile, but with difficulties in giving fairness to the different dimensions of school management and to the administrative and pedagogical functions inherent in supervisory action. In addition, its representation as executor and responsible for the implementation of public policies and not participant in its elaboration. This study favored the reflection and the role of the supervisor of teaching and the possibilities of re-signifying the supervisory action as public agent, in order to seek to overcome a purely technical representation. In this way, strengthen their action in the political dimension in facing the daily challenges.
The present work aims at analyzing the perception of a public agent, the teaching supervisor of the state of São Paulo, about his / her performance, especially in relation to school managers, in view of the possibilities of implementing public policies and the reality of daily school life. It is understood by school managers, the professionals who work directly with the administrative and pedagogical of the school: director, deputy director and coordinating teacher. This study proposes to walk in the line of investigation of this action, to verify the difficulties that permeate the daily school life that can compromise the work of the public agent, supervisor of teaching, and the aspects that facilitate. To verify, to what extent, their actions collaborate or not to possible changes in the daily work of the professionals in the school, and how they perceive the effectiveness of the training action for the school managers, what role it represents in this action and how it finds changes in the practice of the managers involved. The bibliographic study is based on the literary considerations on the public agent, its denominations, the public action, public policy and formation. The data collection is organized from a questionnaire applied to a sample composed of the available population of teaching supervisors, representatives of different Teaching Offices of the state of São Paulo. The results point to some possible trends, a predominance of a pedagogical profile, but with difficulties in giving fairness to the different dimensions of school management and to the administrative and pedagogical functions inherent in supervisory action. In addition, its representation as executor and responsible for the implementation of public policies and not participant in its elaboration. This study favored the reflection and the role of the supervisor of teaching and the possibilities of re-signifying the supervisory action as public agent, in order to seek to overcome a purely technical representation. In this way, strengthen their action in the political dimension in facing the daily challenges.
Descrição
Palavras-chave
Atuação do supervisor de ensino, Formação de gestores, Políticas públicas, Agente público, Ação supervisora