O supervisor pedagógico como facilitador do processo de ensino e aprendizagem: uma análise em escolas do ensino primário do município do Kilamba Kiaxi em Luanda/Angola

Abstract

This research aims to analyze the role of the pedagogical supervisor in the municipality of Kilamba Kiaxi, in the province of Luanda, Angola. It is based on the understanding that pedagogical supervision plays an essential role in promoting educational quality by supporting teachers and school managers in the continuous improvement of pedagogical practices and should therefore be designed in a systematic, collaborative, and formative manner. The research seeks to answer the following question: how could pedagogical supervision, with a focus on teachers, contribute to improving the difficulties faced in the classroom and influence the learning outcomes of primary school students in the municipality of Kilamba Kiaxi? Based on this question, the general objective was defined as investigating how pedagogical supervisors are performing in the municipality and their contribution to student learning and improving the performance of primary school teachers. The specific objectives are: to describe the role of pedagogical supervision in the daily guidance provided to teachers, with a view to their professional development; analyze how the actions of school supervisors have influenced the continuous improvement of teachers and the learning process of primary school students; and propose an action plan that contributes to improving the performance of supervisors in primary schools in the municipality of Kilamba Kiaxi. The study is based on a theoretical and practical approach, linking the legal framework of pedagogical supervision in the Angolan education system with the analysis of school management. It draws on the contributions of authors such as Medina (2002), Rangel (2009), Alarcão and Tavares (2003), who highlight pedagogical supervision as a central element in mediation between teachers, school management, and educational policies. Methodologically, a qualitative approach was adopted, based on documentary research, semi-structured interviews with deputy principals and pedagogical supervisors, and a questionnaire administered to teachers. The research revealed that pedagogical supervisors accumulate functions and lack specific training, with irregular monitoring of teachers, a situation aggravated by the reduced number of supervisors. Teachers express the need for more frequent monitoring and professional support. Based on these findings, an intervention plan is proposed that focuses on training supervisors, systematically organizing pedagogical visits, and strengthening support for teachers, with the expectation that these actions will contribute to improving the teaching and learning process and the quality of education in the municipality of Kilamba Kiaxi.