A IMPORTÂNCIA DA SUPERVISÃO COMPARTILHADA PARA A FORMAÇÃO DOCENTE

Abstract

Along with the political changes, new pedagogical proposals have arisen, requiring the school to rethink the educational process, demanding new positions - a supervision based on a participative, cooperative, integrated and flexible model. Supervision takes on a new form. If previously supervised the work of the teacher inside the school, today, adapted to the transformations, supervisors began to rethink their actions, perceiving themselves capable of innovative proposals, functioning as a support for democratic management, while encouraging the teaching as a fundamental figure for collaboration in their continuing education. The objective of this article was to point out shared supervision as an ideal proposal to be adopted in the school context, showing its importance, through the identification of the supervisor's actions within the school, in face of the changes and demands of society and its relevance as a motivator of continuing education. In order to fulfill the objective, the methodology of bibliographic research was adopted, based on both the classical theory and contemporary available literature. It was found that, as a renewed proposal, it imputed to its supervisors the position of transforming agents, leaders based on joint action with their teachers, adopting active methodologies, valuing the technical and human aspects present in the process (valorization of capital and the adoption of self-manageable teaching teams), the sharing of knowledge and the collective construction of new strategies. It is concluded that it is the responsibility of shared supervision to fortify the process of democratic management in the school, as well as to motivate the continuous formation of the teaching through its valorization and competence.