THE RELATION / ACTION SUPERVISOR INTO A POLITICS OF CONTINUED EDUCATION CONTEXT

Abstract

This article is the result of my master’s degree dissertation on Education and it

is centered in the understanding of the supervisor’s role in its relation with the teaching

formation taking for base the Continued Formation Project in Science and Mathematics,

implemented in the Unisinos and being represented for the Nucleus of Continued Formation

of Professors NUPE.It uses as empirical element this projects that is tied with a politics of

continued education, Edictal 01/2003 SEIF/MEC. That is about a politics which MEC

(Ministry of the Education) calls the Brazilians universities to constitute Centers of formation

and to integrate the National Net of Centers of Research and Development. I restore a

discussion about the supervision linked to relation/action supervisors, school management,

politics and suggest that the school should be reflexive itself, and be thought as a forming

environment, and adding the collaborative supervision as though a speaker of collective

politic compromise. I identify the politics influences, in global and local level, on the

organization of the educational system and its implications from the discussion about public

politics of continued education. There are made some points and counterpoints between what

was idealized by the project and what was realized by it from the data collected in the

followed groups of study, including the three levels of the unchained action/relation

supervisor that is, MEC, the NUPE, the professors-coordinators of the groups of study and the

professor-multipliers. I use as support literature Isabel Alarcão (2001 and 2004), Selma G.

Pimenta (2002 and 2005), João Barroso (2002 and 2003) among others.