Abstract

CHICHAVEKE, ESTER  and  SILVA, ANTONIO FERNANDO GOUVÊA DA. The teaching supervision practice in the state of São Paulo: an instrumental or critical approach?. Rev. Comunic [online]. 2015, vol.22, n.1, pp.183-196. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n1p183-196.

The main objective of this article is to promote a reflection on some assumptions of the critical theory as a reference to the supervisory action of the public school system of the state of Sao Paulo. The Frankfurt School authors and followers emphasized the critical rationality as salutary reference to new ways of thinking, interpreting, and transforming the educational process and society. In this texture, we approach the power of critical awareness in an attempt to shed light on the teaching supervision category and thus propose considerations and reflections grounded in an educational practice that questions the social and educational contradictions of our time and that is assumedly critical, ethical and more committed to human causes. Therefore, we will begin with the premises held by theorists of the Frankfurt School, resuming especially the concept of “critical rationality” in an effort to advocate its theory and arguments to think and do the educational supervision, analyzing its past practices and possibilities to consolidate alternative ways in face of a renewed educational stance.

Keywords : SUPERVISION PRACTICE; SUPERVISION AND EMANCIPATION; CRITICAL RATIONALITY.

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