A ação supervisora na região metropolitana da Baixada Santista: tensões entre a instrumentalização e a humanização

Abstract

School Supervision historically has as an identity mark an action based on instrumentalized inspection through audits aiming to enforce legal prescriptions. Therefore, examining the policies and processes of educational training, which impact, tension, and trigger the professionalization processes of education workers, there is, in the scope of supervision, a tension between instrumentalization and humanization to be investigated. Hence, the main purpose of the present thesis is to analyze the tensions between instrumentalization and humanization of the supervisory action of the education workers from the Education Departments (SEDUCs) in the Baixada Santista Metropolitan Region (RMBS), in order to understand the social and professional representations that supervisors incorporate in their (re)building of their professional identity so that it is possible to expand the horizons of supervision and promote a social, humanizing, more democratic and politically committed consciousness. In view of the main objective, the Thesis focuses on the defense that - when analyzing the tensions between instrumentalization and humanization, which outline normative and authoritarian relations, on the one hand, and humanizing or emancipatory relations, on the other hand- it is necessary to understand and analyze the social/professional representations of school supervisors of the SEDUCs (RMBS) about their own professional performance from a historical perspective to a psychosocial perspective so that it is possible to reframe their professional practices within the scope of the public school and to contribute to new reflections and actions in the field of school supervision. From this perspective, the study presents the Theory of Social Representations (TRS), Moscovici (1961, 1978, 2003, 2010, 2012), and Bourdieu's Theory of Action (1992a, 1992b,1994, 1996a, 1996b, 1998a, 1998b, 2007, 2011) as a theoretical-methodological basis, as well as Dubar's theoretical contributions (1997,2005, 2006, 2012) regarding the identity constitution, and Blin (1997) and Abdalla (2006, 103b, 2017a, 2017b) regarding the professional representations. The analysis is also founded on theoretical references that discuss the field of teacher education and, more specifically, the field of school supervision education and its guideline policies. The research approach is qualitative, exploratory, and documentary. The technique of content analysis of the data from the semi-structured assessment applied to school supervisors from SEDUCs (RMBS), and narrative interviews that were conducted with four supervisors are used to deepen the analysis. Two dimensions of analysis stand out: the Instrumentalizing dimension, identifying as a category of analysis - Normative and authoritarian relations and its units of meaning; and the Humanizing or Emancipatory dimension, which discuss the analysis category - Professional representations: tensions between authoritarian and humanizing relationships and their respective units of meaning. As a result, it is observed a prevalence of bureaucratic and controlling professional marks, in which the instrumentalizing, bureaucratic and supervisory bias is reinforced by government policies, that disquiet the supervisory action. Finally, it is considered that the required school supervision must face the tensions between instrumentalization and humanization, overcome contradictions, dissuade legal determinism, aiming to assume horizontal relations at the decision-making level, and commitments to the public (the collective subjects), in order to have a vision of the entirety: radical and inclusive.