A construção da identidade da supervisão pedagógica: embates, possibilidades e tendências

Abstract

Throughout its development as a profession, pedagogical supervision has undergone distinct transformations from its genesis in administrative contexts of production to its establishment as a pedagogical function. The profile of this role has been shaped by social, political, and educational changes, resulting in the creation of diverse responsibilities, such as control, oversight, guidance, training, and other competencies, that define the pedagogical supervisor’s practice across varied educational perspectives. Currently, role overload, the absence of clear legal guidelines, and disparities in educational background, significantly impact supervisors’ performance and their construction of a cohesive professional identity, hindering the full development of their role and pedagogical practices in schools. Given this context, this research aims to analyze how the identity of pedagogical supervisors is being constructed and how it influences their practice within school settings. The study adopts a qualitative and exploratory approach and engages with pedagogical supervisors from a municipal school network in Minas Gerais, Brazil. Data collection techniques include questionnaires and interviews with a group of supervisors who answered the questionnaires. The collected data were analyzed through content analysis methodologies proposed by Bardin and Franco. This study seeks to identify how pedagogical supervisors’ professional identity is shaped, considering the impact of normative frameworks, supervisors’ individual profiles, and their training for roles in pedagogical management. The data analysis revealed elements pointing to the need for revising normative frameworks, proposing targeted training activities for pedagogical supervision, and developing materials to promote a cohesive professional identity aligned with the social purpose of pedagogical supervision. As an educational product, this research proposes the creation of a practice community for pedagogical supervisors, aimed at promoting peer collaboration, participant-mediated training processes in collaboration with experts, sharing of experiences, critical reflections on the supervisory role in schools, and the (re)construction of pedagogical supervision’s professional identity.