A atuação do supervisor pedagógico na formação continuada do professor em serviço: um estudo de escolas no Estado da Paraíba

Abstract

This work fits the theme concerning the training of teachers, or more specifically, the continued training of teachers. Considering the scientific perspective of this work, the collected data were analysed in order to understand how Pedagogical Supervisor (PS) acts in the process of continued training of teachers in service. In this paper we present the history of the PS focusing on its identity constitution, as well as the concepts of teacher training presented in the literature about the subject. This research was conducted with Pedagogical Supervisors and teachers of some state public schools of João Pessoa – PB, Brazil. For data collection, we applied questionnaires for teachers and interviews for Pedagogical Supervisors. For quantitative data analysis we used the Likert scale, in addition to the interview analyses. Based on the analysis of the data, it was possible to conclude that the research staff recognized the PS as professionals who promote the continued training of teachers in service; however they admitted that the PS performance is not completely satisfactory since it does not attend to the teachers’ requirement. It was perceived that there is teachers’ resistance to take part in activities proposed by supervisors, as well as, in formal training actions linked to bureaucratic aspects of the school. In this way, we perceive that teachers are still lacking in an appropriate continued training in service involving the performance of PS in this process.

Date of Award	2014
Original language	Portuguese
Supervisor	Paulo César Geglio (Supervisor) & OSCAR CONCEIÇÃO DE SOUSA (Supervisor)