<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092021000100120</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.16.17961.068</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Supervisão Pedagógica: perspetivas de educadores de infância em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Supervision: perspectives of preschool teachers in Portugal]]></article-title>
<article-title xml:lang="es"><![CDATA[Supervisión Pedagógica: perspectivas de educadores de infancia en Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seabra]]></surname>
<given-names><![CDATA[Filipa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abelha]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Osvaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Portucalense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Aberta  ]]></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>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092021000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092021000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092021000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Perante um contexto ainda pouco recetivo à supervisão pedagógica, mas assinalando mudanças e uma pressão crescente no sentido da sua valorização, o estudo realizado visou caracterizar as experiências e perspetivas de educadores de infância da rede pública em Portugal sobre a supervisão pedagógica. Foi aplicado um questionário previamente validado (GASPAR et al., 2019). Orientaram a pesquisa, perspetivas teóricas sobre supervisão pedagógica apresentadas por Gaspar (et al., 2019), Alarcão e Canha (2013), ou Roldão (2012), que têm sido fundamentais na definição do campo, em Portugal. Os resultados apontam para uma experiência de supervisão pedagógica muito ligada à avaliação do desempenho docente (ADD), e em menor medida à formação inicial de professores, considerada de reduzido impacto sobre a qualidade das práticas docentes. No entanto, as perspetivas sobre o papel do supervisor e o conceito de supervisão demonstram alguma abertura à possibilidade de uma supervisão mais horizontal e até informal produzir impactos positivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Faced with a context that is still not very receptive to pedagogical supervision, but experiencing change and growing pressure towards its valorization, the study carried out aimed at characterizing the experiences and perspectives of public-school preschool teachers in Portugal concerning pedagogical supervision. A previously validated questionnaire was applied (GASPAR et al., 2019). Theoretical perspectives on pedagogical supervision, such as those presented by Gaspar (et al., 2019), Alarcão and Canha (2013), or Roldão (2012), which have been fundamental in defining the field, in Portugal, were used. The results point to an experience of pedagogical supervision closely linked to teacher evaluation, and to a lesser extent to initial teacher training, considered to have little impact on the quality of teaching practices. However, perspectives on the role of the supervisor and the concept of supervision demonstrate some openness to the possibility of more horizontal and even informal supervision to produce positive impacts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Frente a un contexto todavía poco receptivo a la supervisión pedagógica, pero revelando cambios y crecientes presiones para su valorización, el estudio realizado tuvo como objetivo caracterizar las experiencias y perspectivas de educadores de infancia de escuelas públicas en Portugal sobre la supervisión pedagógica. Se aplicó un cuestionario previamente validado (GASPAR et al., 2019). Guiaron la investigación perspectivas teóricas sobre la supervisión pedagógica presentadas por Gaspar (et al., 2019), Alarcão y Canha (2013), o Roldão (2012). Los resultados apuntan a una experiencia de supervisión pedagógica estrechamente vinculada a la evaluación del desempeño docente, y en menor medida a la formación inicial de los docentes, considerada de escasa incidencia en la calidad de las prácticas docentes. Sin embargo, las perspectivas sobre el rol del supervisor y el concepto de supervisión demuestran cierta apertura a la posibilidad de una supervisión más horizontal e incluso informal para producir impactos positivos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Supervisão pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Infância]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional de professores]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical supervision]]></kwd>
<kwd lng="en"><![CDATA[Preschool teachers]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="es"><![CDATA[Supervisión pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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