Autossupervis?o, desenvolvimento profissional docente e inova??o pedag?gica: Em torno da aprendizagem na natureza no 1? CEB

Disserta??o de Mestrado em Supervis?o Pedag?gica apresentada na Escola Superior de Educa??o do Instituto Polit?cnico de Viana do CasteloEste estudo parte da ideia defendida por Alarc?o (2002; 2010; 2020) de que a Supervis?o Pedag?gica, orientando-se para o desenvolvimento profissional do professor, na sua dimens?o de conhecimento e de a??o, transcende essa a??o sobre o professor ao assumir, como valor ?ltimo, a melhoria da forma??o dos alunos, da escola, e da educa??o em geral. O estudo baseia-se tamb?m no reconhecimento de que a forma??o em Supervis?o Pedag?gica permite ao professor adquirir as qualifica??es e compet?ncias para assumir-se como construtor do seu pr?prio desenvolvimento pessoal e profissional de forma continuada, atrav?s da autossupervis?o. Ao faz?-lo, o professor converte-se em investigador das suas pr?ticas (Alarc?o, 2001; Sch?n, 1992; Zeichner, 1993), com uma postura indagat?ria sobre o modo de melhor?- las, numa constante e c?clica busca criativa de inova??es pedag?gicas que v?o sendo testadas em termos de validade e adequa??o aos seus prop?sitos. Por outro lado, na convic??o de que, para os seus alunos, o professor deve ser um facilitador de aprendizagens significativas, tanto quanto poss?vel induzidas pela realidade conhecida, sustenta-se a pertin?ncia de uma abordagem pedag?gica centrada na natureza como estrat?gia explorat?ria de inova??o pedag?gica e de desenvolvimento profissional docente. Face ao exposto, este estudo prop?e-se indagar qual o contributo de uma pr?xis de autossupervis?o pedag?gica no desenvolvimento profissional da professora-investigadora, na mudan?a e inova??o das suas pr?ticas curriculares e na cria??o de condi??es para aprendizagens significativas dos seus alunos, na rela??o com a natureza envolvente de uma escola de 1.? Ciclo do Ensino B?sico situada em meio rural no Parque Nacional Peneda-Ger?s. Como abordagem metodol?gica, recorre-se ? investiga??o-a??o por se considerar a mais adequada para vincular dinamicamente a investiga??o, a a??o e a forma??o (Bartolom?, 1986; Cortes?o, 1998; Latorre, 2003; Lessard-H?bert et al, 1994; Sim?es, 1990; Tripp, 2005) facilitando a explora??o reflexiva e emancipat?ria das pr?prias pr?ticas curriculares, tendo em vista a transforma??o positiva da realidade educativa e a transforma??o da professora-investigadora, mas tamb?m a produ??o de conhecimento no dom?nio. Para o efeito, como principal m?todo de recolha de dados, e ponto de partida para a autoscopia, recorre-se ? observa??o e ? narrativa, enquanto registo escrito resultante da observa??o das aulas gravadas da professora-investigadora. A narrativa, na conce??o formulada por (Clandinin & Connelly, 2011; Amado, 2017; Galv?o, 2005; Moreira, 2015; Ribeiro & Moreira, 2007; Vieira, 2014), ? assumida neste estudo como meio de investiga??o e forma??o privilegiado, por permitir colocar em evid?ncia a experi?ncia e a voz do sujeito que, simultaneamente, se encontra nos pap?is de ator e investigador da sua pr?pria hist?ria. O estudo permite identificar contributos relevantes da praxis de autossupervis?o ao n?vel do desenvolvimento pessoal e profissional da professora-investigadora, nomeadamente relacionados com o desenvolvimento de uma atitude mais cr?tica e emancipat?ria (resultante da integra??o, no habitus docente quotidiano, de uma praxis de autossupervis?o) e a constru??o de uma vis?o mais esclarecida sobre si e sobre as suas potencialidades enquanto profissional, permitindo renovar o entusiasmo pela profiss?o, a autoconfian?a e a autoestima. Al?m disso, permite identificar melhorias na articula??o entre l?gicas organizacionais e l?gicas profissionais docentes potenciadoras da qualidade do processo de ensino-aprendizagem. Por outro lado, o estudo evidencia pr?ticas de inova??o pedag?gica, com repercuss?es positivas no processo e nos resultados de aprendizagem em sentido amplo, fruto da intencionalidade educativa com que se recorreu ? natureza envolvente enquanto contexto de aula privilegiado.This study is based on the idea defended by Alarc?o (2002; 2010; 2020) that the Pedagogical Supervision, oriented towards the teacher's professional development, in its dimension of knowledge and action, goes beyond this action on the teacher by assuming, as ultimate value, the improvement of the students' educational background, the school, and the education in general. The study is also based on the recognition that training in Pedagogical Supervision allows the teacher to acquire the qualifications and skills to assume himself as the constructor of his own personal and professional development in a continuous way, through self-supervision. In doing so, the teacher becomes an investigator of his practices (Alarc?o, 2001; Sch?n, 1992; Zeichner, 1993), with an inquiring attitude on how to improve them, in a constant and cyclical creative search for pedagogical innovations that will be tested in terms of validity and appropriateness to their purposes. On the other hand, in the belief that, for his students, the teacher should be a learning facilitator, as much as possible induced by the known reality, the pertinence of a pedagogical approach focused on the nature is supported as an exploratory strategy of pedagogical innovation and teacher professional development. In view of the above, this study aims to investigate the contribution of a praxis of pedagogical self- supervision in the professional development of the teacher-investigator, in the process of change and innovation of her curricular practices and in the creation of conditions for significant learning of her students, in the relationship with the surrounding nature of a school of 1st cycle of basic education located in a rural environment in the National Park Peneda-Ger?s. As a methodological approach, action-research is used because it is considered the most appropriate to dynamically link research, action and training (Bartolom?, 1986; Cortes?o, 1998; Latorre, 2003; Lessard-H?bert et al, 1994; Sim?es, 1990; Tripp, 2005) facilitating the reflective and emancipatory exploration of the curricular practices themselves, bearing in mind the positive transformation of the educational reality and the transformation of the teacher- investigator, but also the production of knowledge in the field. For this purpose, as the main data collection method, and as a starting point for autoscopy, observation and narrative are used as the written record resulting from the observation of the recorded lessons of the teacher-investigator. According to the concept formulated by Clandinin & Connelly (2011), the narrative is used in this study as a privileged means of research and training, as it allows highlighting the experience and the voice of the subject who, simultaneously, plays the roles of actor and researcher of his own story. The study identifies relevant contributions of the self-supervision praxis at the level of personal and professional development of the teacher-researcher, namely related to the development of a more critical and emancipatory attitude (resulting from the integration of a self-supervision praxis into the daily teaching habitus) and the construction of a more enlightened view of herself and her potential as a professional, allowing for a renewed enthusiasm for the profession, self-confidence and self-esteem. In addition, it allows the identification of improvements in the articulation between organizational and professional teaching logics that enhance the quality of the teaching-learning process. On the other hand, the study revels pedagogical innovation practices, with positive repercussions on the learning process and learning outcomes in a broad sense, as a result of the educational intentionality with which nature was used as a privileged classroom context