Supervisão e Monitorização das Estruturas de Coordenação Educativa e Supervisão Pedagógica: As dimensões em Coaching Educacional e Inteligência Emocional

Abstract

This study falls within the scope of the supervision and monitoring of educational coordination and pedagogical supervision structures, in this particular case, the Curricular Departments. Understood as a contribution to reflect on the supervisory practice of Curricular Department Coordinators, we look at the multiple dimensions that the performance of their position entails. At the same time, the theme of this project emerges from the concrete appreciation that the dimensions of Educational Coaching and Emotional Intelligence, based on an autoscopy process, can contribute positively to the change of pedagogical praxis and to the increase of the professional development continuum of the teachers, giving them an added value about the (re)construction of praxeological professional knowledge. It aims to understand the mechanisms and strategies inherent to the position of Coordinator of the Curricular Department, in terms of improving the quality and effectiveness of its action in the dimensions of educational coaching and emotional intelligence. The Group of Schools that will serve as the stage for this study is located in the north of Portugal, Porto district, in the Vale do Sousa and Tâmega region. To illustrate our empirical study, we used a methodology of a qualitative nature, using, as information collection techniques, the interview survey and document analysis. To be applied for data processing, the content analysis technique will be used. Data processing and interpretation will be performed using the webQDA® software. The main conclusions refer to the fact that the Curricular Department Coordinators have an effective knowledge of the legal references, supporting some practices recommended by the current regulations of school management. In terms of the dimensions in educational coaching and emotional intelligence, there is a lack of knowledge about them, and there is no certainty of implementation and conscious dynamization of these dimensions in the Curricular Departments.