<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100809</article-id>
<article-id pub-id-type="doi">10.1590/0102-469832536</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MODALIDADES DE SUPERVISÃO E COLABORAÇÃO EM ESCOLAS PORTUGUESAS: OS DISCURSOS E AS PRÁTICAS DOS PROFESSORES EM CONTEXTO DE FORMAÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[MODALIDADES DE SUPERVISIÓN Y COLABORACIÓN EN LAS ESCUELAS PORTUGUESAS: DISCURSOS Y PRÁCTICAS DE LOS PROFESORES EN EL CONTEXTO DE LA FORMACIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[SUPERVISION AND COLLABORATION MODALITIES IN PORTUGUESE SCHOOLS: THE DISCOURSES AND PRACTICES OF TEACHERS IN EDUCATION CONTEXTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SÉRGIO]]></surname>
<given-names><![CDATA[ANA DE LURDES VIDEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOGARRO]]></surname>
<given-names><![CDATA[MARIA JOÃO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100809&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: No âmbito do Programa Nacional de Promoção do Sucesso Escolar, os agrupamentos de escolas, em Portugal, elaboraram planos contemplando ações estratégicas locais conducentes à promoção do sucesso das aprendizagens dos alunos. Com este objetivo, foi disponibilizada formação contínua, em contexto de trabalho, ajustada às necessidades sinalizadas pelos professores em cada unidade orgânica e em convergência com o desenho de prioridades previamente estabelecido. O estudo pretendeu compreender este processo, em especial as modalidades de organização pedagógica dos professores. O artigo apresenta as conclusões resultantes da análise qualitativa de conteúdo realizada a sessenta relatórios produzidos pelos professores, em contexto de formação, em 2017/2018, no que se refere às seguintes dimensões de análise: representações da supervisão e da colaboração; práticas de supervisão e de colaboração em uso nas estruturas intermédias das escolas - grupos, departamentos e conselhos de turma; potencialidades e constrangimentos à supervisão e à colaboração nas organizações educativas e representações da formação em contexto de trabalho. Os resultados evidenciam a crescente desvinculação do conceito de supervisão das ações de inspeção e controlo e a sua gradual aproximação a modalidades de trabalho entre pares e em colaboração. Os discursos dos professores expressam, também, a débil presença de modalidades de supervisão da prática letiva nas estruturas intermédias e a pouca robustez do trabalho em equipa. Consideram que ambos os processos, de supervisão e colaboração, podem apresentar-se como estratégias potenciadoras do desenvolvimento profissional. Os professores perspetivam a necessidade de mudança na forma de organização do trabalho escolar e valorizam os espaços de formação em contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: En el marco del Programa Nacional de Promoción del Éxito Escolar, los clústeres escolares de Portugal han elaborado planes que contemplan acciones estratégicas locales conducentes a promover el éxito del aprendizaje de los estudiantes. Con este objetivo, se brindó formación continua, a desarrollar en el contexto laboral, ajustada a las necesidades indicadas por los docentes en cada unidad orgánica y en convergencia con el diseño de prioridades previamente establecido. El estudio tuvo como objetivo comprender este proceso, especialmente las modalidades de organización pedagógica de los docentes. El artículo presenta las conclusiones resultantes del análisis de contenido cualitativo realizado sobre sesenta informes elaborados por el profesorado, en el contexto de la formación, en el curso académico 2017/2018, respecto a las siguientes dimensiones de análisis: representaciones de supervisión y colaboración; prácticas de supervisión y colaboración en uso en estructuras de escuelas intermedias: grupos, departamentos y consejos de clase; potencialidades y limitaciones para la supervisión y colaboración en organizaciones educativas y representaciones de formación en el lugar de trabajo. Los resultados muestran la creciente desconexión del concepto de supervisión de las acciones de inspección y control y su enfoque gradual de los métodos de trabajo entre pares y en colaboración. Los discursos de los profesores también expresan la escasa presencia de modalidades supervisoras de la práctica docente en estructuras intermedias y la escasa solidez del trabajo en equipo. Eles consideran que tanto los procesos de supervisión como de colaboración pueden presentarse como estrategias que potencian el desarrollo profesional. Los docentes perciben la necesidad de cambiar la forma en que se organiza el trabajo escolar y valoran los espacios de formación en contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Supervisão]]></kwd>
<kwd lng="pt"><![CDATA[colaboração]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[formação em contexto de trabalho]]></kwd>
<kwd lng="es"><![CDATA[Supervisión]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[formación en contexto de trabajo]]></kwd>
<kwd lng="en"><![CDATA[Supervision]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[on-the-job training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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