Formação docente para o uso de metodologias ativas: o papel da supervisão pedagógica

Abstract

The present work sought to investigate how pedagogical supervision can contribute to teacher training for the use of methodologies based on active learning, given that transmissive methods are not capable of meeting the demands of the new educational scenario. Thus, we started from the central hypothesis related to the existence of a training gap for new ways of teaching, as well as a shortage of materials and resources for continuing education meetings. The main objective of the research was to analyze the contribution of pedagogical supervision in state schools in a municipality in the south of Minas Gerais to teacher training, with a view to the effective and meaningful use of methodologies based on active learning, as the supervisor is the professional responsible for the training processes within schools. Regarding the research methodology, the study started from a qualitative approach. In terms of methodological procedures, a bibliographic review, documentary analysis, semi-structured interviews and a questionnaire were used. In the study, we sought to understand how the training offered by the state network through the Training School takes place, in addition to investigating the perceptions of teachers and supervisors about methodologies based on active learning, identifying their needs so that the phenomenon studied could be described and understood, making it possible to build training material, as an educational product, that contributes to pedagogical supervisors, agents promoting continued training within the school.