Gestão pedagógica para formação de professores: estudo de caso em escola de Magistério na província da Lunda

Abstract

This work, carried out within the scope of the Professional Master's Degree in Management and Evaluation of Education at the Federal University of Juiz de Fora, presents a study developed in Angola, at the Lunda Sul Teacher Training School, an institution responsible for training primary and first-cycle secondary school teachers. The study's general objective was to analyze pedagogical management in a teacher training school and propose actions to improve teacher training. To this end, five specific objectives were defined: (1) to understand the history of teacher training in Angola; (2) to understand and analyze the guidelines for teacher training in Angola, focusing on the quality criteria for teacher training established by the Ministry of Education; (3) to understand and analyze pedagogical management at the Lunda Sul Teacher Training School, from the perspective of a case study, considering the quality criteria for teacher training; (4) to analyze the opinions of school managers and course coordinators on the training offered, based on quality criteria; and (5) propose actions that contribute to the improvement of pedagogical management, aiming to guarantee the achievement of quality criteria in teacher training. The research was motivated by five years of professional experience at the institution, which allowed the identification of relevant weaknesses in pedagogical management, such as: inefficiency in the planning of training actions; difficulties in monitoring teaching practices; inconsistencies in the distribution of workload and in the evaluation of teacher performance; absence of systematic mechanisms for institutional evaluation; inconsistencies in the constitution of juries for entrance exams and grading boards; and lack of regular meetings to discuss pedagogical problems and continuous analysis of student performance. The investigation adopted a qualitative approach, using interviews with nine participants, three managers and six course coordinators. The theoretical framework was based on studies on educational management (Lück, 2010, 2019), school management and quality of teaching (Paro, 2009), and teacher training (Tardif, 2014; Julião, 2019; Brás; Scaff, 2023). The results highlight the need to reorganize pedagogical management processes in order to promote greater coherence, monitoring, and efficiency in the training of future teachers, to ensure the quality of their training. In order to minimize the pedagogical management problems identified by the research, the proposed chapter presented four action proposals in the Educational Action Plan (EAP): organization of planning for training activities, a schedule for strengthening the monitoring of teaching activities, construction of a plan to restructure pedagogical meeting schedules and management, and improvement of continuing education. The first three actions are for school implementation, and the last is a suggestion for articulation with the education management body in the territory.