Made available in DSpace on 2016-04-27T14:31:01Z (GMT). No. of bitstreams: 1 Maria de Fatima Colaco Correia de Andrade.pdf: 1183453 bytes, checksum: 00929c55e354428a9604758d728c2316 (MD5) Previous issue date: 2012-10-30 / Secretaria da Educação do Estado de São Paulo / This paper is part of the line of research Educator Training of the Post-Graduation Program: Curriculum of the Pontifical Catholic University of São Paulo. The objective of this work is to investigate knowledge and actions of the Educational Supervisor of the public school network of São Paulo, as part of the management trio of public schools, together with the Principal and the Teacher Coordinator, proposing a critical reflection on the supervising function, in order that paths are uncovered and educational supervision is reframed, regarding school teaching-learning process and democratic management. The methodology was based on a qualitative approach, bibliography research, document analysis and field research. The setting of the research was a Director of Education in São Paulo and the subject researched were five Educational Supervisors, five school Principals and five Teachers Coordinators. During this research about knowledge and actions of Education Supervisors, we noticed that Supervisors, as members of the managing team of public schools of the state of São Paulo, are experiencing a changing process in their field of work, thus requiring specific knowledge. The supervising and controlling character of the supervising action in the past is giving way to a necessary mediating and articulating profile of the education supervision in schools. However, the role of supervision, as a member of the management trio of public schools, is still fragile due to the complexity of actions, excessive administrative tasks and central agencies demands. The subjects studied showed that educational supervision should be more focused on pedagogical aspects, therefore, we believe that the supervising function should be subject of discussion, training and investigation of education systems, so that paths can be tracked and this professional can better collaborate with the teaching-learning process and the school democratic management, taking into consideration the needs of the contemporary school / A presente dissertação insere-se na linha de pesquisa Formação de Educadores do Programa de Pós-Graduação Educação: Currículo da Pontifícia Universidade Católica de São Paulo. O trabalho tem como objetivo investigar saberes e fazeres do Supervisor de Ensino da rede estadual paulista, em sua atuação enquanto partícipe do trio gestor das escola públicas, juntamente com o Diretor de Escola e o Professor Coordenador, propondo uma reflexão crítica sobre a função supervisora, para que caminhos sejam desvendados e a supervisão de ensino ressignifique-se,tendo em vista o processo ensino aprendizagem e a gestão democrática da escola. A metodologia apoiou-se em uma abordagem qualitativa e contou com a pesquisa bibliográfica, análise documental e pesquisa de campo. O cenário da pesquisa foi uma Diretoria de Ensino da Grande São Paulo e os sujeitos pesquisados foram cinco Supervisores de Ensino, cinco Diretores de Escolas e cinco Professores Coordenadores.Nesta pesquisa, acerca dos saberes e fazeres dos Supervisores de Ensino numa perspectiva de atuação, enquanto membros da equipe gestora das escolas públicas estaduais, verificou-se que na Diretoria pesquisada os supervisores estão vivendo processos de mudanças no campo de sua atuação, exigindo saberes específicos. O caráter fiscalizador e controlador, imbuído na ação supervisora em outros tempos, vem cedendo lugar a um necessário perfil mediador e articulador da supervisão de ensino junto às escolas. Entretanto, a atuação da supervisão, enquanto partícipe do trio gestor das escolas públicas, ainda mostra-se frágil pela complexidade de ações, pelo excesso de tarefas administrativas e pela demanda dos órgãos centrais.Os sujeitos pesquisados apresentaram a necessidade de a supervisão de ensino estar mais voltada aos aspectos pedagógicos da escola, motivo pelo qual consideramos que a função supervisora deve ser objeto de discussão, formação e investigação dos sistemas de ensino, para que caminhos possam ser trilhados e este profissional possa melhor colaborar com o processo ensino aprendizagem e a gestão democrática da escola, tendo em vista as necessidades da escola na contemporaneidade

在研究旨在探討教育視導績效評估的模式，據以評估教育視導的績效；進而比較分析視導制度、視導組織、視導人力、視導經費、視導角色及視導方式在視導效能、學生表現及工作漢足上的差異；並探求有效預測視導績效的變項，期能尋求教育視導革新的途徑，以改進視導工作，提升教育的品質。 本研究採用問卷調查法，以自編「臺灣省教育視導績效評估量表」，分視導人員及學校人員兩部分，進行施測。受試者包括台灣省及各縣市教育視導人員126人，問卷回收率達98.41%，高級中等學校406人，問卷回收率達95.07%，國民中學448人，問卷回收率83.92%，及國民小學896人，問卷回收率78.90%。回收問卷經統計分析，獲得以下結論： 一、不同視導制度在國民中學工作滿足上有極顯著差異。以駐區視導為主、分科視導為輔者比駐區視導為主、職合視導為輔者獲得更高的滿足。兩種不同的視導制度在視導人員及國民小學的視導績效上則未達顯著水準。 二、不同視導目標取向在國民小學的工作滿足上有顯著差異，亦即教育政策取向優於非教育政策取向。兩種不同的視導目標取向在視導人員及國民中學的視導績效上亦未達顯著水準。 三、不同視導組織結構在國民小學的視導績效上有顯著差異，亦即非正式化取向在視導效能、學生表現及工作滿足等方面，均優於正式化取向。兩種不同的視導組織結構在視導人員及國民中學的視導績效上未達顯著水準。 四、不同視導人員年齡在國民小學學生表現及教師工作滿足上有顯著差異，亦即視導人員年齡愈小，學生表現及教師工作滿足愈佳。其他視導人員的人口變項對於視導人員及國民中學的視導績效上沒有達到顯著水準。 五、不同視導旅費在視導人員工作滿足上有顯著差異。視導旅費愈充裕，視導人員的滿意度愈高。視導旅費充裕與否也會影響國民中學學生表現及教師的工作滿足。 六、不同視導角色在國民中學的工作滿足上有顯著差異，亦即溝通取向比領導角色在國民中學的工作滿足，但在視導人員及國民小學的視導績效上沒有達到顯著水準。 七、不同視導方式在視導人員、國民中學及國民小學的視導績效上沒有達到顯著水準，亦即不論民主式或權變式均不造成顯著差異。 八、不同公文效率在視導人員的工作滿足及國民小學的視導效能和工作漢足有顯著差異。公文效率高，工作滿足也愈高。 九、教育廳視導人員比縣市視導人員更有自信心，較能表現人性化的特質，工作滿意度也較高。 十、高級中學學校的視導績效優於國民小學，國民小學的視導績效也優於國民中學。 十一、各績學校人員的視導績效，主任優於教師，校長也優於教師。視導績效顯現於行政層面，惟教學層面則不甚顯著。 十二、視導的背景變項、輸入變項及歷程變項對於視導效能、學生表現及工作滿足有交互關係。在各類變項的因素中，視導旅費、視導組織結構、視導制度、視導人員素質及公文效率對於視導績效頗具影響。 綜觀本研究的發現與結論，研究者提出教育視導革新竹建議，俾供各級機關及學校斟採行： 一、對教育行政機關的建議：（一）塑造視導人員的新形象，（二）延攬優秀視導人員，（三）實施分科及分及視導制度，（四）運用臨床（診斷式）視導技術，（五）結合教學輔導網，（六）建立績效評估制度，（七）建立教育品質管理系統，（八）強化視導人員的培育與進修制度，（九）增加視導經費及（十）提高公文處理效率。 二、對學校的建議：（一）擴大校務參與的層面，（二）實施同儕輔導，（三）推展校內教師進修計畫，（四）貫徹「有教無類、因材施教」的辦學理念，（五）加強學生行為之輔導，（六）改進校務評鑑及（七）激勵教育工作熱忱。 三、對省政府的建議：（一）設置縣市政府教育局督學室，（二）調整縣市政府教育局視導人員編制，（三）訂定省、縣市視導人員的任用基準，（四）暢通視暢人員的升遷管道及（五）改善視導人員的工作環境。 四、對中央機關的建議：（一）修訂教育人員任用條例，（二）建立視導人員績效本位的考績制度，（三）建立視導人員的酬償制度，（四）提高視導人員的職等及權限及（五）舉辦視導人員高等考試。

Σκοπός της παρούσας διατριβής είναι να μελετήσει τις εκπαιδευτικές μεταρρυθμίσεις που σχετίζονται με το παράδειγμα της οργάνωσης, της διοίκησης και της εποπτείας της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης στην Ελλάδα και να το συγκρίνει με εκείνες δύο άλλων ευρωπαϊκών χωρών, της Ισπανίας και της Γαλλίας. Η συγκριτική μελέτη των εκπαιδευτικών συστημάτων των προαναφερόμενων χωρών, αποσκοπεί στην ανάδειξη των ομοιοτήτων, των διαφορών και του τρόπου αλληλοεπίδρασής τους ή επίδρασής τους από τον κοινοτικό λόγο κατά τη διάρκεια του 20ου αιώνα και τις αρχές του 21ου αιώνα. Η έρευνα θα δώσει έμφαση στα επίσημα νομικά κείμενα, στο λόγο των φορέων άσκησης της εξουσίας μέσα από τους διαύλους που αυτοί εκφράστηκαν, όπως και στο λόγο των φορέων δράσης που κατείχαν και ασκούσαν την εξουσία. Εστιάζεται, δηλαδή, στη συγκέντρωση και τη συστηματική παρουσίαση, ανάλυση, ερμηνεία και σύγκριση του νομοθετικού πλαισίου της οργάνωσης, διοίκησης και εποπτείας της εκπαίδευσης. Μέσω της ιστορικής συγκριτικής ανάλυσης, θα αναζητηθούν τάσεις και εξελίξεις του μεταρρυθμιστικού λόγου στο παράδειγμα της οργάνωσης, διοίκησης και εποπτείας της εκπαίδευσης από το 1980 έως σήμερα. Παράλληλα, θα δοθεί έμφαση σε εξελίξεις που σηματοδότησαν την πορεία διαμόρφωσής του καθώς επίσης και στην αναζήτηση και ερμηνεία των λόγων που επέβαλαν τη διαδοχή διαφόρων φάσεων στο λόγο για τις εκπαιδευτικές μεταρρυθμίσεις. / The purpose of the present thesis is to examine the educational reforms relating to the paradigm of the organization, the administration and the supervision in primary and secondary education in Greece as well as to compare it with those of two other European countries, of Spain and France. The comparative study of those educational systems intends to identify the similarities, the differences and the way of mutual impact or of their influence by the European discourse during the 20th century and the beginning of the 21st century. The research focuses on the collection and the systematic presentation, analysis, interpretation and comparison of the legal context in the area of the educational organization, administration and supervision, based not only on official legal documents but also on the discourse of official organizations or actors exercising authority. Through the historical-comparative approach, we will try to find out the tendencies and the evolution of the educational reform discourse, on the paradigm of the organization, the administration and the supervision in education from 1980 to nowadays. In addition, emphasis will be given on elements that characterized the course of its formation and on the interpretation of other social/political discourses that influenced the discourse evolution for the education reforms.

Made available in DSpace on 2016-08-03T16:15:50Z (GMT). No. of bitstreams: 1 Angeli M Teixeira.pdf: 1318552 bytes, checksum: 139d513bbe99020680b7f7fb95fe30f5 (MD5) Previous issue date: 2014-09-11 / The overlapping of the administrative over the pedagogical in the everyday routine of the School Supervisor has been having, over the past decades, an important role in the academic discussions. It stems from the dissatisfaction of a great number of these professionals who face a heavy load of burocracy when they take charge and which doesn t allow them to work effectively on the pedagogical projects in the schools. The research in this area, though growing, still needs more attention. The issue of this research focus on the ways the supervisors (in the Rede Municipal de Ensino de São Paulo) handle these two aspects of their role: the administrative, related to the burocracy, and the pedagogical one, related to the educational projects in the schools and other areas of community. This research has as a starting point a historical outline of the path of the School Supervisor in the city, based on the legal material which was responsible for defining this function/position and of the historical background they were a part of. Following that, there s the answers of the research carried out with the School Supervisors from diretorias de ensino regionais de educação of the city analysed in face of the historical background mentioned above and the chosen theoretical guidebooks, in which the works of Demerval Saviani and Celestino Alves da Silva Júnior must be highlighted for these are authors acknowledged as important references and widely cited in the researches concerning the educational supervision area. The research points out important issues to contribute to the understanding of the problems at stake, especially those related to the controversy regarding the duties imposed on the School Supervisor, to the insufficient educational background of these professionals and, therefore, to the difficulty to construct the professional identity of the São Paulo City School Supervisor. / A sobreposição da ação administrativa à ação pedagógica no cotidiano de trabalho do Supervisor Escolar tem ocupado, nas últimas décadas, espaço importante na discussão acadêmica. Fruto da insatisfação de grande parte desses profissionais que, ao assumirem os cargos, deparam-se com uma carga de obrigações burocráticas que os impede de atuar efetivamente nos projetos pedagógicos das escolas, a pesquisa na área, embora crescente, ainda carece de exploração. O problema dessa pesquisa diz respeito às formas pelas quais os supervisores escolares da Rede Municipal de Ensino de São Paulo articulam essas duas faces da função que constitui a sua profissão, a administrativa, ligada às obrigações burocráticas e a pedagógica, ligada ao trabalho pedagógico nas escolas e em outras esferas. Parte-se do delineamento da trajetória histórica do Supervisor Escolar no município, feito perante o levantamento dos referenciais legais que objetivaram sua função/profissão e dos contextos históricos em que se inseriram. Na sequência, as respostas da pesquisa realizada com supervisores escolares de diretorias regionais de educação da cidade analisadas em suas relações com o levantamento histórico citado e os referenciais teóricos eleitos, em que se destacam as obras de Demerval Saviani e Celestino Alves da Silva Júnior, autores reconhecidos como referenciais importantes e amplamente citados nas pesquisas da área da supervisão educacional. A pesquisa aponta importantes indicadores para contribuir com a elucidação do problema em tela, especialmente no que tange à controvérsia das atribuições impostas à Supervisão Escolar, à formação deficitária desses profissionais e, por conseguinte, à dificuldade de se construir a identidade profissional do Supervisor Escolar do Município de São Paulo.  

Ao observar as instituições escolares do nosso país ao longo da história, vimos surgir um profissional chamado SUPERVISOR ESCOLAR cuja ação não tinha regulamentação e em alguns momentos era visto como autoritário e até mesmo delator dos colegas. De acordo com a teoria educacional esta função apresentou vários nomes, dentre eles, Professor Supervisor Educacional, Inspeção Escolar e Coordenação Pedagógica, fruto de uma ideologia/ação sempre presente. Nesse sentido, a pesquisa que realizamos teve como objetivo traçar o perfil da formação humana e da matriz de competências do Supervisor Educacional, no âmbito do Estado do Rio de Janeiro, identificando a representação desses profissionais em seu campo de atuação. Nesse processo alguns autores nos serviram de base teórica para o tema Supervisão Educacional: Rangel, Valle, Tardiff; para o tema Formação Humana: Gramsci, Lukács, Frigotto; e para o tema Políticas Públicas: Gentili, Sader, Arroyo. O presente trabalho pode contribuir para um melhor entendimento da relação entre poder, gestão e conhecimento nas ações da Supervisão Educacional, dentro de uma pesquisa de perspectiva sócio-histórica, com predominância qualitativa. O âmbito dessa pesquisa foi estadual e o projeto envolveu vinte e sete municípios do Estado do Rio de Janeiro, em Nível Local e Nível Central. / When looking at the educational institutions of our country throughout history, we saw to appear a called professional SCHOOL SUPERVISOR whose action did not have regulation and at some moments he was seen as and even delator of the colleagues authoritarian. In accordance with the educational theory this function presented some names, amongst them, Professor Educational Supervisor, Pertaining to school Inspection and Pedagogical Coordination, fruit of an ideology/always present action. In this direction, the research that we carry through had as objective to trace the profile of the formation human being and the matrix of abilities of the Educational Supervisor, in the scope of the State of Rio De Janeiro, identifying the representation of these professionals in its field of performance. In this process some authors had served of theoretical base for the subject Educational Supervision: Rangel, Valle, Tardiff; for the subject Formation Human being: Gramsci, Lukács, Frigotto; e for the subject Public Politics: Gentili, Sader, Arroyo. The present work can contribute for one better agreement of the relation between being able, management and knowledge in the actions of the Educational Supervision, inside of a research of partner-historical perspective, with qualitative predominance. The scope of this research was state and the project involved twenty and seven cities of the State of Rio De Janeiro, in Local Level and Central Level.

Ao observar as instituições escolares do nosso país ao longo da história, vimos surgir um profissional chamado SUPERVISOR ESCOLAR cuja ação não tinha regulamentação e em alguns momentos era visto como autoritário e até mesmo delator dos colegas. De acordo com a teoria educacional esta função apresentou vários nomes, dentre eles, Professor Supervisor Educacional, Inspeção Escolar e Coordenação Pedagógica, fruto de uma ideologia/ação sempre presente. Nesse sentido, a pesquisa que realizamos teve como objetivo traçar o perfil da formação humana e da matriz de competências do Supervisor Educacional, no âmbito do Estado do Rio de Janeiro, identificando a representação desses profissionais em seu campo de atuação. Nesse processo alguns autores nos serviram de base teórica para o tema Supervisão Educacional: Rangel, Valle, Tardiff; para o tema Formação Humana: Gramsci, Lukács, Frigotto; e para o tema Políticas Públicas: Gentili, Sader, Arroyo. O presente trabalho pode contribuir para um melhor entendimento da relação entre poder, gestão e conhecimento nas ações da Supervisão Educacional, dentro de uma pesquisa de perspectiva sócio-histórica, com predominância qualitativa. O âmbito dessa pesquisa foi estadual e o projeto envolveu vinte e sete municípios do Estado do Rio de Janeiro, em Nível Local e Nível Central. / When looking at the educational institutions of our country throughout history, we saw to appear a called professional SCHOOL SUPERVISOR whose action did not have regulation and at some moments he was seen as and even delator of the colleagues authoritarian. In accordance with the educational theory this function presented some names, amongst them, Professor Educational Supervisor, Pertaining to school Inspection and Pedagogical Coordination, fruit of an ideology/always present action. In this direction, the research that we carry through had as objective to trace the profile of the formation human being and the matrix of abilities of the Educational Supervisor, in the scope of the State of Rio De Janeiro, identifying the representation of these professionals in its field of performance. In this process some authors had served of theoretical base for the subject Educational Supervision: Rangel, Valle, Tardiff; for the subject Formation Human being: Gramsci, Lukács, Frigotto; e for the subject Public Politics: Gentili, Sader, Arroyo. The present work can contribute for one better agreement of the relation between being able, management and knowledge in the actions of the Educational Supervision, inside of a research of partner-historical perspective, with qualitative predominance. The scope of this research was state and the project involved twenty and seven cities of the State of Rio De Janeiro, in Local Level and Central Level.

Orientador: Maria Ines Rosa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T15:59:07Z (GMT). No. of bitstreams: 1 Joazeiro_EdnaMariaGoulart_D.pdf: 5322162 bytes, checksum: 60d612569424f4657cb30b6153b4e4ca (MD5) Previous issue date: 2008 / Resumo: A pesquisa teve como objeto a atividade de trabalho da supervisora de estágio de Serviço Social em Hospital de Ensino Público. Os sujeitos foram as supervisoras de estágio das quatro áreas do Hospital de Clínicas da UNICAMP, no período de 1994 a 2003, que supervisionaram estudantes-estagiárias de Serviço Social. Seus depoimentos se constituíram em fonte empírica principal e o diário de supervisão, em fonte de informação específica. Privilegiamos a palavra pela qual os depoimentos se tornaram testemunhos e o aporte teórico da Ergologia para analisar essa atividade de trabalho, o uso de si por si mesmo e a relação e a articulação entre os saberes disciplinares da profissão, da saúde e os saberes gerados na atividade de trabalho no estágio. Essa relação e articulação foram apreendidas nesse meio específico - de cuidado à saúde e de formação - onde estão em tensão diversas temporalidades e valores. Aí demarcamos o encontro entre experiência e conhecimento na confluência entre a realização das atividades de supervisão e a realização das atividades de trabalho das estudantes-estagiárias no campo de estágio. / Abstract: The object of this research was the work activity of the Social Work internship supervisor at Public Learning Hospital. The subjects were the internship supervisors of the four areas of Hospital de Clinicas at UNICAMP, during the period of 1994 to 2003, who gave assistance to Social Work intern-students. Their statements have constituted the principal empirical source and the diary of the supervision, in a specific source of information. We privileged the word through which the statements have become testimonies and theoretical support of Ergology in order to analyze a work activity, the use of oneself by oneself, the relationship and articulation between the disciplinary knowledge of the profession, of the health and the knowledge generated by the work activity on the internship. This relationship and articulation have been apprehended in this specific environment - of health care and professional training - where several temporalities and values are under tension. There we delimited the encounter between experience and knowledge at the confluence between the accomplishment of the supervision activities and the accomplishment of work activities by intern-students on their internship field. / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

Orientador: Sonia Giubilei / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T13:56:34Z (GMT). No. of bitstreams: 1 Ferini_RosangelaAparecida_M.pdf: 899623 bytes, checksum: 6ae7e2890ae89ee6192441537c9ac37f (MD5) Previous issue date: 2007 / Resumo: O trabalho defende a hipótese de que a atual supervisão de ensino do sistema público estadual paulista apresenta, contraditoriamente, uma cultura de administração centrada em práticas autoritárias, fiscalizadoras e reprodutoras de políticas públicas emanadas dos órgãos centrais hegemônicos e ao mesmo tempo, implementa no seu nível de atuação, ações diferenciadas e críticas, comprometidas com a emancipação social dos agentes envolvidos. Essa contradição tornaria sua função essencial ¿ a política ¿ um mito. As matrizes culturais e suas relações político-sociais, nos modelos de administração educacional no Brasil, foram determinantes na construção das características institucionais históricas e dos mitos tipológicos vigentes dos supervisores de ensino. Nesse contexto, considerando os dados gerados pelo instrumento metodológico chamado grupo focal, a pesquisa aponta uma crise de identidade da supervisão de ensino. Como forma de ruptura e superação do atual paradigma de administração educacional e, em conseqüência de ação supervisora, apresenta novas diretrizes éticas para o sistema de ensino / Abstract: This work supports the hypothesis that, the actual educational supervision of the public educational policies in the Stat of São Paulo shows the contradiction of the administration culture based on authoritarian, examined and reproductive practices of the public policy derived from central bodies, and, at the same time, improves, in its acting level, special and critical actions, committed to the social emancipation of the involved agents. This contradiction would turn its essential policy function into myth. The dialectic investigation dealt with the educational administration types influenced by different cultural matrices and corresponding social policies in Brazil, which were determined in the building of the institutional and historical characteristics and the present behavioral myths in tension process in the acting of the educational supervision. Then, considering the data generated by the instrument ¿focal group¿, the research found out an identity crisis of the educational supervision. As a way of rupture and overcoming of the present paradigmatic of the educational administration and management, and as a result of the educational supervision, one suggests requirements to build new ethical rules to the educational supervision. In short, this work shows the educational supervision of the historical myths and their contraction with the possible identity for emancipation / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

The main purpose of this study is to explore and gain insight into the nature, extent and characteristics of educational supervision as implemented in the Department of Health and Welfare in the Vhembe District of the Limpopo Province. Objectives of the study were to conceptualise social work supervision with a specific focus on the educational function; to investigate the nature, extent, and characteristics of the educational function of supervision in the Vhembe District of the Limpopo Province and finally to make recommendations regarding educational supervision in the Department of Health and Welfare in the Vhembe District of the Limpopo Province. The study was guided by a research question which was formulated as follows: What is the nature, extent and characteristics of the educational function of supervision in the Department of Health and Welfare in the Vhembe District of the Limpopo Province? Therefore, this study was conducted to provide answers to this research question. Quantitative research approach was used in this study, since the researcher explored and described the nature, extent and characteristics of the educational function of supervision statistically. This research is applied in nature because it focuses on a practical problem (educational supervision) in the social work practice (Department of Health and Welfare in Vhembe District of the Limpopo Province) and the findings will be utilized to solve social work supervision problems in the particular District. A randomised cross-sectional quantitative research design was used, because the researcher investigated social work educational supervision in the Department of Health and Welfare in the Vhembe district of the Limpopo Province using a group administered questionnaire as data collection method. The population for this study was composed of social workers from the Department of Health and Welfare in the Vhembe District of the Limpopo Province. Forty- two social workers (senior and junior social workers) completed a questionnaire during a Vhembe District social workers staff meeting. Those completed questionnaires were collected immediately. Data were analysed statistically through Microsoft excel programme. Tables and Figures were used to illustrate some of the answers. From a literature study it was concluded that the educational function of supervision is the most important function of social work supervision. It plays a vital role in providing social workers with social work knowledge, skills and attitudes necessary for delivering qualitative, effective and efficient social work services. Educational supervision gives social workers autonomy to function independently. The study revealed that there are problems regarding the implementation of the educational function of social work supervision in the Department of Health and Welfare in the Vhembe District of the Limpopo Province. The findings proved that some of the social workers do not receive educational supervision and there is no uniformity in implementing this function of supervision. The findings also revealed a obvious knowledge gap regarding social work supervision among social workers in the District. / Dissertation (MSD (Social Work Management))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

Made available in DSpace on 2016-06-02T19:42:34Z (GMT). No. of bitstreams: 1 CHICHAVEKE_Ester_2015.pdf: 2405436 bytes, checksum: 05b1fa24092a35e9239f756c16e791b2 (MD5) Previous issue date: 2015-02-26 / Secretaria da Educação do Estado de São Paulo / The present study aimed to investigate the presence of educational tendencies and the national and state law effect that permeated the teaching supervision action of the School Board of Itapetininga's region between 1960 and 2000. This elements were collated with the supervisor practice, with the analysis results of the files of the terms of business, made by the own supervisors, because of the periodic visits to the schools. To develop the research, we advocate to problematize how the educational tendencies and the legal assumptions emerged in the education supervision practice, owing to the disclosures organized in the file of the terms of business, and by these information as primary source where we try to recover and understand the supervisory action profile and its reverberation in the school environment. We use the bibliographic review as research method, that subsidized the discussions through the way, limits and perspectives of the supervisory action in the light of the educational tendencies who influenced this action and the legal devices who promoted it, beyond the documental research, which focalized the terms of business analysis as a repository of the supervisory actions and experiences. The final considerations and results allege that: the education supervision constitutes and was promoted in the center of the legal rights who determined and characterized it, so the legal constitutives subsidized and defined, fundamentally, the supervisory styles and actions, delimiting competences, powers and tasks that should be fulfilled by the regulatory obligations: the education tendencies studied were present in the terms of business during the four decades of research some praviling, others more scattered; the files demonstrated that the non-critic aproach assumptions but the traditional and technicist prevailed in the supervision job along this researched four decades. / Esta pesquisa objetivou investigar a presença das tendências educativas e efeitos das legislações federal e estadual que permearam a atuação da supervisão de ensino da Diretoria de Ensino - Região de Itapetininga entre os anos de 1960 a 2000. Esses elementos foram cotejados com a prática supervisora, mediante os resultados da análise dos registros dos Termos de Visita, lavrados pelos próprios supervisores, por ocasião das periódicas visitas às unidades escolares. Para desenvolver a pesquisa, preconizamos problematizar como as tendências educativas e as premissas legais apareceram na prática da supervisão de ensino, tendo em vista as revelações dispostas nos registros dos Termos de Visita, sendo estes escolhidos como fontes primárias pelas quais buscamos recuperar e compreender o perfil da ação supervisora e a correspondente repercussão em âmbito escolar. Empregamos como método de investigação a revisão bibliográfica, que subsidiou as discussões que perpassam pela trajetória, limites e perspectivas da ação supervisora à luz das tendências educativas que a influenciaram e dos dispositivos legais que a promoveram, além da pesquisa documental, que focalizou a análise dos Termos de Visita como repositórios das vivências e atuações supervisoras. Das considerações e resultados finais antecipamos algumas, quais sejam: a supervisão de ensino constituiu-se e foi promovida no bojo dos dispositivos legais que a determinaram e a caracterizaram, de modo que os constitutivos legais subsidiaram e definiram, fundamentalmente, os estilos e atuações supervisivas, delimitando competências, atribuições e incumbências que deveriam ser cumpridas diante das obrigações regulamentadas; as tendências educativas estudadas se fizeram presentes nos Termos de Visita durante as quatro décadas da pesquisa - umas prevalecentes, outras mais esparsas; os registros demonstraram que as premissas das abordagens não-críticas prioritariamente, a tradicional e a tecnicista - prevaleceram no serviço de supervisão ao longo das quatro décadas pesquisadas.