A formação permanente de supervisores escolares inspirada na pedagogia de Paulo Freire: desafios e possibilidades

Abstract

The research aimed to evidence and critically analyze the teaching-education needs of School Supervisors in the public schools of the city of São Paulo, proposing an ongoing training based on the categories of Freirean framework. This investigation is based on the denunciation of the historical process of dichotomizing the role of School Supervisors in terms of their focuses and practices, sometimes with more emphasis on bureaucratic issues than those that are characterized by pedagogical actions, of a formative nature. We also sought to highlight the difficulties of Supervisors to guide and monitor Schools in a participatory and democratic approach. It announces, as an emancipatory subsidy, a proposal for ongoing formation with guidelines from Paulo Freire's critical-liberating pedagogy. The research was carried out in a Regional Board Division that covers four regions of the city of São Paulo expanded by four sub-municipalities, involving the central zone, south zone and east zone, which present marked differences between themselves, due to the socioeconomic and cultural aspects of each location. The subjects of this investigation were the School Supervisors from this Regional Board Division. The research, with a qualitative approach, was mainly based on references of Freire's pedagogy. Data collection was carried out through questionnaires with open questions, focus groups and participant observation. It became evident that School Supervisors do not have an ongoing training space-time in their daily routine for reflection on their practices. When they start their career, they seek information on how to carry out their work among their peers. Most of them consider that their training needs are defined by legislation and administrative guidelines that must be transmitted to the management teams of the Schools. They also consider that there should be training to be carried out for them and for schools. Based on the study of the theoretical framework and the data collected, it was possible to select Freirean categories that constituted guidelines for the elaboration of a proposal for ongoing training of School Supervisors that will be built collectively by themselves, in a critical-emancipatory perspective, aiming to improve the quality of education in schools and willing to fight forms of oppression and exclusion in public education