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Authors
Advisor(s)
Abstract(s)
Este estudo, inserido no contexto da Supervisão Pedagógica, pretende dar a
conhecer as conceções, os modelos e os dispositivos de supervisão na Formação Inicial
em Educação de Infância, em Instituições de Ensino Superior em Portugal e em
Espanha. De acordo com esta pretensão, foram formuladas algumas questões
específicas, de modo a clarificar os objetivos do estudo: De que forma é feita a
estruturação da prática pedagógica na Formação Inicial em Educação de Infância, nas
duas Instituições de Ensino Superior, em Portugal e em Espanha?; Quais as conceções
dos Supervisores Institucionais sobre a supervisão, o seu papel enquanto supervisores e
o papel das educadoras cooperantes?; Quais as conceções das Educadoras Cooperantes
sobre a supervisão, o seu papel enquanto supervisoras e o papel dos supervisores
institucionais?; Que semelhanças e diferenças são possíveis identificar entre as
conceções dos Supervisores e Educadoras sobre o processo de supervisão, os seus
papéis e os dos outros intervenientes, nas instituições em estudo dos dois países?
O quadro teórico de referência desta investigação desenvolveu-se em torno da
Supervisão Pedagógica, da Educação de Infância, do Supervisor Institucional e do
Educador Cooperante. Relativamente às opções metodológicas, e tendo em conta os
objetivos do estudo, seguiu-se uma abordagem interpretativa, tomando como referência
o estudo de caso múltiplos. Como processo de recolha de dados procedeu-se a
entrevistas semiestruturadas a Supervisores Institucionais e Educadoras Cooperantes,
dos dois países, à análise de documentos elaborados pelas Instituições de Ensino
Superior, assim como alguma legislação complementar dos dois países.
Os resultados do estudo revelam a supervisão como um processo de
acompanhamento e orientação ao estagiário, assente num estilo de supervisão
colaborativa exercida nas duas instituições, contudo, no contexto espanhol, foram
identificadas posições distintas entre um supervisor e um educador, no desenvolvimento
do processo. O papel do Supervisor Institucional e do Educador Cooperante estão em
consonância com as conceções que cada um tem acerca do seu papel, e o papel do outro,
assim como as identificadas em documentos institucionais e legislativos.
ABSTRACT This study, in the context of Pedagogical Supervision, intends to make known the concepts, the models and the supervisory devices in Initial Formation in Childhood Education, in Higher Education Institutions in Portugal and in Spain. According to this claim, some specific questions were formulated in order to clarify the objectives of the study: In what way is the structuring of the pedagogical practice in Initial Education in Childhood Education, in the two Higher Education Institutions in Portugal and in Spain?; What are the concessions of the Institutional Supervisors on supervision, their role as supervisors and the role of cooperating educators? What are the Cooperating Educators' views on supervision, their role as supervisors and the role of institutional supervisors? ; What similarities and differences are possible to identify between the Supervisors and Educators' conceptions of the supervisory process, their roles and those of other participants in the institutions in both countries study? The theoretical frame of reference for this research was developed around Pedagogical Supervision, Childhood Education, Institutional Supervisor and Cooperating Educator. Concerning the methodological options and according to the objectives of the study, an interpretative approach was followed, taking as reference the multiple case study. As a data collection process, semi-structured interviews were conducted with Institutional Supervisors and Cooperating Educators of the two countries, the analysis of documents prepared by Higher Education Institutions, as well as some complementary legislation on both countries. The results of the study reveal supervision as a process of follow-up and guidance to the trainee, based on a style of collaborative supervision exercised in both institutions, however, in the Spanish context, different positions were identified between a supervisor and an educator in the development of the process. The role of the Institutional Supervisor and the Cooperating Educator are in line with each other's conceptions of their role and the role of the other, as well as those identified in institutional and legislative documents.
ABSTRACT This study, in the context of Pedagogical Supervision, intends to make known the concepts, the models and the supervisory devices in Initial Formation in Childhood Education, in Higher Education Institutions in Portugal and in Spain. According to this claim, some specific questions were formulated in order to clarify the objectives of the study: In what way is the structuring of the pedagogical practice in Initial Education in Childhood Education, in the two Higher Education Institutions in Portugal and in Spain?; What are the concessions of the Institutional Supervisors on supervision, their role as supervisors and the role of cooperating educators? What are the Cooperating Educators' views on supervision, their role as supervisors and the role of institutional supervisors? ; What similarities and differences are possible to identify between the Supervisors and Educators' conceptions of the supervisory process, their roles and those of other participants in the institutions in both countries study? The theoretical frame of reference for this research was developed around Pedagogical Supervision, Childhood Education, Institutional Supervisor and Cooperating Educator. Concerning the methodological options and according to the objectives of the study, an interpretative approach was followed, taking as reference the multiple case study. As a data collection process, semi-structured interviews were conducted with Institutional Supervisors and Cooperating Educators of the two countries, the analysis of documents prepared by Higher Education Institutions, as well as some complementary legislation on both countries. The results of the study reveal supervision as a process of follow-up and guidance to the trainee, based on a style of collaborative supervision exercised in both institutions, however, in the Spanish context, different positions were identified between a supervisor and an educator in the development of the process. The role of the Institutional Supervisor and the Cooperating Educator are in line with each other's conceptions of their role and the role of the other, as well as those identified in institutional and legislative documents.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ciências da Educação
- Especialidade Supervisão em Educação
Keywords
Supervisão pedagógica Educação de infância Supervisor institucional Educador cooperante Pedagogical supervision Childhood education Institutional supervisor Cooperating educator