Desafios da supervisão e apoio pedagógico aos professores na Escola Primária Completa 3 de Fevereiro de Maputo

Abstract

The present research with the theme “Challenges of supervision and pedagogical support to teachers at Escola Primária Completa 3 de Fevereiro” aimed to analyze the challenges faced in the implementation of supervision and pedagogical support to teachers at EPC 3 of February. February. It is a case study, with a mixed methodological approach combining qualitative and quantitative methods with the use of interviews directed to the school directors and supervisors, questionnaires for teachers and analysis documentary, for a convenience sample consisting of 15 elements of which 11 teachers, two (2) directors and two (2) supervisors of EPC 3 de Fevereiro. The results obtained in this research show that pedagogical supervision in this school happens and to a certain extent way contributes to improving the quality of the teaching-learning process. However, there are still situations that prevent this practice from becoming effective and capable of contributing significantly to improve the quality of the Teaching and Learning Process (PEA) with emphasis on the failure to fully comply with the mechanisms established by the Ministry of Education and Human Development (MINEDH) for the development of supervision pedagogy, the non-involvement of all teachers in these practices as well as the non-involvement of compliance with all supervisors' assignments during their school visits. This one set of situations, constitute a great challenge for Escola Primária Completa 3 de February, making it difficult for their teachers to supervise and provide pedagogical support (TRADUÇÃO NOSSA)