The ambivalence present in the supervision performance and in the school supervisors role in the public teaching of the city of São Paulo / A ambivalência presente na ação supervisora e no papel do supervisor escolar no ensino municipal da cidade de São Paulo

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The empirical research presented here aimed to investigate and describe the school supervisors performance of the public teaching system of the city of São Paulo. We attempted to identify this supervisors performance profile and how this work is acknowledged by different school professionals, establishing a parallel between: the supervision performance proposed in the legal documents, the supervision performance put into practice in the supervisors view and in the perception of the professionals who work with him, and the desired supervision performance described in the theoretical studies. The leading issues of this research attempted to identify: how the school supervisor who work in an intermediate organ of the school system the Regional Bureau of Education directly entails his action to the work developed in the schools, how this school supervisors performance has occurred in the schools, the school supervisors daily actions in the city public school system, his contribution concerning the works and projects developed by the schools, and how it is related to the promotion of opportunities of teaching formation in the school. The research assumed that the main role of the school supervisor from the public school system of the city of São Paulo to supervise, follow and bureaucratically and pedagogically assist the school, as well as to contribute to the formation of technical personnel and teaching professionals of the schools has not been fully accomplished, especially the pedagogical and formation actions, because of determinant factors of the structure of the teaching system operation, or because of unknowing or misunderstanding the function of the supervision performance by the supervisors or professionals of the schools which were target of their performance. This is an analytical and descriptive study of the performance of the school supervisor from the public school system of the city of São Paulo, according to the view of the supervisors and the professionals who work in the schools: principals, pedagogical coordinators and teachers. The data was collected from 2007 to 2008, based on the analysis of official documents, as well as on interviews with 06 teaching supervisors, and the application of questionnaires to 12 professionals from the technical team (school principals and pedagogical coordinators) and to 18 teachers from 06 school units placed in 02 different Bureaus of Education of the city of São Paulo. The research was accomplished with the theoretical support of authors like Gimeno Sacristán and Pérez Gómez, based on M. Webers perspective. The results obtained allow affirming that the bureaucratic performance prevails in the relationships between supervisors and school agents, although school agents and supervisors affirm the need of a supervision performance facing the pedagogical actions. This ambivalence or duplicity of the school supervisors role or attributions, which makes him a system agent and schools partner and advisor simultaneously, is present: in the reflection and academic studies, in the legal texts, in the history of this function within the school system, and in the opinions expressed by the supervisors, principals, coordinators and teachers researched

ASSUNTO(S)

supervisão escolar relationships among school supervisor-school supervision performance public teaching of the city of são paulo escolas municipais -- sao paulo (cidade) school supervision relações entre supervisor escolar-escolas educacao supervisao escolar -- sao paulo (cidade) escolas publicas -- sao paulo (estado) -- organizacao e administracao ação supervisora ensino público municipal de são paulo

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