Perceções de avaliadores e avaliados sobre o atual modelo de ADD: conhecer para compreender e (re)agir

Abstract

Within the scope of the current school grammar, pedagogical supervision emerges as a strategy to promote organizational and professional development, so it should be perceived as a work methodology that encourages (self) criticism, unveiling of constraints and (re) construction of professionalism. teacher. However, in the context of Teacher Performance Assessment (TPA), the supervisory aspect seems to be devalued, with no consensus on its contributions to the construction of knowledge and to the improvement of teachers performance. TPA has been constituted as a complex social practice, exhausting and sometimes with repercussions in the internal environment of schools. We believe that it should not be understood as a threat and a constraint for teachers, but rather be seen as a challenge and an opportunity, triggering supervisory-evaluative processes with reflections on teaching practice and predictors of learning and educational success for all students. Concerned with the challenges and dilemmas that integrate this problem of pedagogical supervision in the context of TPA and with the general objective of analyzing the perception of evaluators (internal and external) and evaluated on the contribution of pedagogical supervision practices to professional development in the context of TPA, we carried out an investigation of descriptive and quantitative typology, where a questionnaire, built for this purpose, was applied to 321 teachers from pre-school to secondary education. It was found that the pedagogical supervision, the ADD and the observation of classes did not develop according to the theoretical references, prevailing a more summative and classifying logic to the detriment of the training, reflection and support logic. Teachers consider that the current model of ADD falls far short of what was desired in terms of its contribution to improving performance and professional development. They refer, however, that the observation of classes is pertinent and necessary, and should be inserted in a global School project for improvement and include the cycle of pedagogical supervision with a view to promoting collaborative work between evaluator-evaluated, as well as privileging practices of pedagogical supervision, self-assessment and self-reflection on practice.