1) Describe the Form Sucinta, the evolution of
supervision in the
school Brasil.R: In its inception the supervision
school took place in
Brazil in conditions that produced the ofuscamento and not the
preparation of the will of the supervisor. The goal sought by the
oversight that is introduced, was that of a controlled education, to a
company controlled, a supervisor controller and also controlado.Para
supervisor to make that possible was said to him and suggested that the
control is always attribute of that decided, or was passed to the
supervisors a lesson in authoritarianism, and they should be
authoritarian. But people and institutions grow, they wonder in your
circumstances, and with this, many questions were growing, the
supervisor has been gradually integrating itself will participate in
the educational debate that is established. The supervisor / educator
has been giving an account that was not true and promptly deposited
into his hands so he will distribuísse, which could only know it
through, the supervisor / educator was realizing, finally, that his
task was not transmit a message ready and finished, but meet the
educators so that they could develop their own message and with it try
to change for the better the lives of all persons to whom the message
would be displayed. The supervisor today, should work on a collective,
with all of the unit school (teachers, etc. Direction.), So we can make
a conscious analysis on the daily routine of school and society, given
the needs and aspirations of the school community, to a better quality
of ensino.2-What suaposiçãosobre the formation of the supervisor? A:
Organizing a process of training of supervisors school appropriate to
the needs of the current Brazilian society means thinking a proposal
for work that is initiated by the account of the aspirations and needs
of the students and teachers on the side of which the supervisor will
build their future professional practice. It means, therefore, form for
the practice collective and the organisation of collective will.
Teaching
supervision in Brazil today necessarily mean searching
supervision. Search "to" and "for" the oversight. It consciously, to
examine the practice that develops and investigate the situations that
can contribute to the qualitative development of this practice. But to
know that this structured school is accumulated on supervision will be
required however, also adequately confront the difficulties that arise
in the practical institutional. In Brazilian universities is still very
low number of researchers who are supervising the school its object of
study preferencial.3) The school bureaucracy should be treated that way
by the supervisor? A: A critical interpretation of bureaucracy is thus
the first major conquest to be expected of a practice of creative
supervisor. The school, as a social organization, should devote a
reflection, analysis and criticism of the reality in which it is. It is
essential that the supervisor of the school is express as educator and
specialist. The supervisor expected to act as "the cement of the
possible transition to the community of educators those initiatives and
achievements that small groups of schools will produce for their
support and guidance. Do chaos theorist - political - with
institutional debate now that the supervisor, should emerge an
essentially educational practice in which the obligatory point of
reference will be no escalation of the possible solutions to the major
issues of the daily teaching. These solutions will have to be built
jointly by educadores.4) What is the relationship proposal paraas
instânciasadministrativas epedagógicas? A: We note that both the
administrative aspect, as the pedagogical aspect, manifested twice in
our school systems. The two practice is not distiguem substantially. On
one hand, the administration institutionalized prepondera about the
concern and the completion of teaching inclassrooms, in the
administration as another object of study is not enough to suffer the
research and analysis that the bi critical review of its meaning.
Oversee a school is to guide his administration to the achievement of
education. What gives meaning to the administrative work / supervisor
in education is your character support the pedagogical work. The
pedagogical work as a determinant of administrative work. What we need
to better organize the confluence of our subjectivity is considered
that the administrative aspect is also a component of pedagogical work.
5) What is the conclusion on the supervision? A: We conclude that,
supervision can contribute decisively to the recognition of its role as
an articulator of the project teaching a collectivity, or The
Supervisor working together with all of the school community (teachers,
students, directors, parents, etc..), reflecting, analyzing, taking a
critical view of both the school community, and the company, seeking
the drafting of a new vision of the world, being supportive,
recognizing the individual with the synthesis of multiple
determinations helping to build a collective desire that transforms the
need in freedom, for sure we will have a good quality of education.