Resumo

SERGIO, ANA DE LURDES VIDEIRA  e  MOGARRO, MARIA JOÃO. SUPERVISION AND COLLABORATION MODALITIES IN PORTUGUESE SCHOOLS: THE DISCOURSES AND PRACTICES OF TEACHERS IN EDUCATION CONTEXTS. Educ. rev. [online]. 2021, vol.37, e32536.  Epub 23-Nov-2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469832536.

As part of the National Program for Promoting School Success, school clusters in Portugal have developed plans with local strategic actions to promote student learning success. To this end, continuous on-the-job training was provided, adjusted to the needs identified by teachers in each organic unit and in line with the previously established priorities. The study aimed to understand this process, especially the pedagogical organization of teachers. The article presents the conclusions resulting from the qualitative content analysis carried out to sixty reports produced by teachers, in training context, in 2017/2018, regarding the following dimensions of analysis: representations of supervision and collaboration; supervision and collaboration practices in use in intermediate school structures - groups, departments and class councils; potentialities and constraints to supervision and collaboration in educational organizations and representations of on-the-job training. The results show the growing disconnection of the concept of supervision from inspection and control actions and its gradual approach to modalities of peer and collaborative work. The teachers' speeches also express the weak presence of modalities of supervision of teaching practice in intermediate structures and the little robustness of teamwork. They consider that both processes - supervision and collaboration - can be used as strategies to enhance professional development. Teachers see the need for change in the way school work is organized and value the spaces for in-context training.

Palavras-chave : Supervision; collaboration; professional development; on-the-job training.

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