Banca de DEFESA: SÂMIA MAGALY LIMA DE MEDEIROS SOARES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SÂMIA MAGALY LIMA DE MEDEIROS SOARES
DATE: 30/06/2025
TIME: 14:30
LOCAL: webconferência
TITLE:

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KEY WORDS:

School Supervision; Social Representations; School Management.

PAGES: 218
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The training in School Supervision, previously offered as a specific qualification within the Pedagogy degree, was aimed at preparing professionals to manage educational processes within school institutions. However, this training model was discontinued in 2006. Currently, the Pedagogy program seeks to prepare professionals not only for teaching but also for management roles in both school and non-school settings, without the need for fragmentation into specific disciplines. As a result of transformations in the educational landscape and new societal demands, the concept of supervision has become polysemic. Initially linked to the idea of control and monitoring of work, supervision has undergone—or is still undergoing—a process of resignification, increasingly aligning with the coordination of pedagogical processes. This shift allows it to move between a traditional and authoritarian model and a more critical and democratic one. Based on this premise, the research aims to analyze the Social Representation held by supervisors regarding their role. To achieve this objective, the study adopts a qualitative approach, using semi-structured interviews as the data collection instrument. This method allows for the analysis of the discourse of participants who perform the supervisory role. The research setting consists of ten public basic education schools under the jurisdiction of the 12th Regional Directorate of Education (12ª DIREC) in Mossoró/RN, specifically in the early years of elementary education. The sample is composed of ten supervisors, with two representatives from each urban region of the city (North, South, East, West, and Center). Participants are supervisors currently working in this stage of education. The study is grounded in Serge Moscovici’s (1961) Theory of Social Representations, which acknowledges the importance of knowledge accumulated and shaped by the social actors’ experiences and the thought models they receive, reinterpret, create, and transmit through tradition, education, and communication. For data analysis, the theoretical-methodological framework employed is the contextualization spiral (Arruda, 2014), which analyzes not only the observed setting but also broader structural contexts (political, cultural, historical, socioeconomic, and others). The thesis put forward is that the Social Representation of pedagogical supervisors in Mossoró/RN encompasses both the technical-normative and collaborative dimensions of the role. This representation influences the everyday practice of these professionals in school settings, showing that although the specific qualification in School Supervision has been removed from Pedagogy curricula, the role remains active in daily school life. The representational field of the pedagogical supervision role is configured as a multitasking function, integrating various institutional demands aimed at technical support and collaborative work.

COMMITTEE MEMBERS:
Presidente - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Interna - 1630662 - ADEMARCIA LOPES DE OLIVEIRA COSTA
Interna - 1131585 - PATRICIA IGNACIO
Externa ao Programa - 1645274 - DANIELLE OLIVEIRA DA NÓBREGA - UFRNExterna à Instituição - ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA
Externa à Instituição - LENINA LOPES SOARES SILVA
Externa à Instituição - SIMONE MARIA DA ROCHA - UFERSA