THE EDUCATIONAL SUPERVISOR AND THE TEACHER CONTINUOUS FORMATION AT SCHOOL

Abstract

The text shows and discuss research data realized in a group of 141 teachers and five  educational supervisors from public high schools in one state in Brazil’s northeast, about how the educational supervisor act as an articulator on the continuous formation process of teachers at school. This study aims to unveil the participants’ perception in this practice. For teachers, how they see the educational supervisor (ES) in this role. And how the supervisor has been performing this activity. Our data interpretation lead us to the understanding that even teachers considering important the ES work, in the context in they operate this action is not satisfactory. The ES, in his turn, even developing continuous formation actions for teachers, do not make them in a systematic way and are convinced of their role in this process. They also resent the lack of recognition and the teacher’s disincentive in participate on the activities