Supervis?o pedag?gica entre pares e trabalho colaborativo: Contributos para o desenvolvimento profissional docente e para a inova??o curricular

Disserta??o de Mestrado em Supervis?o Pedag?gica apresentada na Escola Superior de Educa??o do Instituto Polit?cnico de Viana do CasteloApesar de alguns sinais de mudan?a nos ?ltimos anos, quer ao n?vel da decis?o pol?tica, quer da a??o pr?tica nos contextos educativos, a Escola continua muito enraizada no isolamento organizacional e do trabalho docente, e com marcas acentuadas de ?sedentarismo? pedag?gico, refletido no predom?nio de abordagens pedag?gicas expositivas por contraposi??o a abordagens ativas (Palmeir?o & Alves, 2017). Esta situa??o tem justificado algumas cr?ticas quanto a um desfasamento entre a forma??o que a Escola oferece e as exig?ncias do mundo atual, caracterizado por conflitos, mudan?a e r?pidas transforma??es sociais, grandes avan?os cient?ficos e tecnol?gicos, globaliza??o econ?mica e cultural (S? & Paix?o, 2015). Enquadrados num contexto macro com estas caracter?sticas, tamb?m os alunos do s?culo XXI esperam que a escola lhes proporcione oportunidades para a assun??o de um papel ativo no processo de aprendizagem, cabendo aos docentes a sele??o de m?todos e experi?ncias de ensino- aprendizagem suscet?veis de estimular a sua motiva??o e interesse e de os capacitar para uma atitude orientada para o aprender-a-aprender (Rato & Caldas, 2017; Rold?o, 2010; Veiga, 2019). As v?rias reformas educativas das ?ltimas d?cadas, t?m remetido para a ado??o de paradigmas s?cio construtivistas, de forma a centrar o processo de ensino-aprendizagem no aluno pelo recurso a metodologias ativas. Esta tend?ncia visa refor?ar a necessidade de pr?ticas de diferencia??o pedag?gica, de abordagens inclusivas, da capacita??o para a aprendizagem ao longo da vida e de uma forma??o humanista e respons?vel na rela??o com a realidade envolvente. Os recentes normativos constituem, por isso, um impulso externo para que a Escola avance no sentido de inovar, melhorando as pr?ticas educativas. Embora reconhecendo-se, como referem Hargreaves (1998) e Perrenoud (2001), que o professor ? a chave derradeira para a mudan?a na educa??o e para a melhoria da escola, a resist?ncia ? introdu??o de novos m?todos de ensino, ? abertura da sala de aula e ? partilha de problemas e solu??es, continua a persistir. Esta situa??o justifica a necessidade de serem promovidas/ampliadas estrat?gias profissionais e institucionais potenciadoras da transforma??o positiva da Escola enquanto institui??o e das culturas escolares, por via de abordagens colaborativas horizontais fundamentadas em processos de Supervis?o Pedag?gica. Com efeito, a Supervis?o Pedag?gica, como refere Alarc?o (2020), 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. Neste enquadramento, o estudo que se apresenta nesta disserta??o pretende analisar o potencial contributo da implementa??o de processos de supervis?o pedag?gica entre pares, e do trabalho colaborativo associado, para o desenvolvimento profissional docente e para a inova??o curricular e pedag?gica, com o foco em metodologias ativas. Para o estudo, de natureza qualitativa e interpretativa, adotou-se a metodologia de investiga??o-a??o por se considerar que ? a que melhor proporciona uma reflex?o sobre a pr?xis para promover a mudan?a, a adequa??o e a melhoria do processo de ensino-aprendizagem, como defendem Alonso, Rold?o & Sousa (2013). Os dados foram recolhidos atrav?s de t?cnicas baseadas na observa??o participante (nomeadamente, grelhas de observa??o) t?cnicas baseadas na conversa??o (como a entrevista semiestruturada) e t?cnicas baseadas nos registos/reflex?es das docentes e dos alunos (autoavalia??o). Para o tratamento dos dados recorreu-se a an?lise documental e ? an?lise de conte?do (Bardin, 2011). Os resultados alcan?ados permitem atribuir especial valor ? supervis?o entre pares e ao trabalho colaborativo como elementos facilitadores da experimenta??o/apropria??o de metodologias ativas, que se concretizaram de forma regular e sistem?tica no contexto do estudo. Al?m disso, a pr?tica letiva dos docentes envolvidos resultou enriquecida, com reflexos positivos no seu desenvolvimento profissional.Despite some signs of change in recent years, both at the level of political decision and practical action in educational contexts, the school remains very rooted in organizational isolation and teaching work, and with strong marks of pedagogical "sedentary", reflected in the predominance of expository teaching approaches versus active approaches (Palmeir?o & Alves, 2017). This situation has justified some criticism regarding a mismatch between the training that the School offers and the demands of the current world, characterized by conflicts, change and rapid social transformations, major scientific and technological advances, economic and cultural globalization (S? & Paix?o, 2015). Within a macro context with these characteristics, the students of the 21st century also expect the school to provide them with opportunities to assume an active role in the learning process, and it is the teachers' responsibility to select teaching-learning methods and experiences that can stimulate their motivation and interest and enable them to have a learning- by-learning attitude (Rato & Caldas, 2017; Rold?o, 2010; Veiga, 2019). The various educational reforms of recent decades have referred to the adoption of social constructivist paradigms, in order to focus the teaching-learning process on the student through the use of active methodologies. This trend aims to reinforce the need for pedagogical differentiation practices, inclusive approaches, training for lifelong learning and a humanistic and responsible training in relation to the surrounding reality. The recent regulations are, therefore, an external impulse for the School to move towards innovation, improving educational practices. Although it is recognised, as Hargreaves (1998) and Perrenoud (2001) state, that the teacher is the ultimate key to change in education and to school improvement, resistance to the introduction of new teaching methods, to the opening of the classroom and the sharing of problems and solutions still persists. This situation justifies the need to promote/increase professional and institutional strategies that enhance the positive transformation of the school as an institution and of school cultures, through horizontal collaborative approaches based on Pedagogical Supervision processes. In fact, the Pedagogical Supervision, as Alarc?o (2020) states, being oriented to the teacher's professional development (in its dimension of knowledge and action), transcends this action on the teacher by assuming, as an ultimate value, the improvement of the students' training, of the school, and of education in general. Within this framework, the study presented in this dissertation aims to analyse the potential contribution of the implementation of peer pedagogical supervision processes, and the associated collaborative work, to teachers' professional development and curricular and pedagogical innovation, with a focus on active methodologies. For this qualitative and interpretative study, the action-research methodology was adopted as it is considered to be the one that best provides a reflection on the praxis to promote change, adequacy and improvement of the teaching-learning process, as argued by Alonso, Rold?o & Sousa (2013). Data were collected through techniques based on participant observation (namely observation grids), techniques based on conversation (such as semi-structured interviews) and techniques based on teachers' and students' reflection (self-assessment). Data were processed using documental analysis and content analysis (Bardin, 2011). The results obtained allow us to assign special value to peer supervision and collaborative work as facilitators of the experimentation/appropriation of active methodologies, which were regularly and systematically implemented in the context of the study. In addition, the teaching practice of the teachers involved was enriched, with positive effects on their professional development