Supervision in Continuing Education Contexts in Teaching and Technology

Abstract

This research aims to reflect on the role of supervision in a public basic education school in the state network of Minas Gerais, within the context of continuous professional development in curriculum, teaching, and technology. A qualitative methodology was employed, grounded in action research. The action research process unfolded through a five-step cycle: diagnosis, action planning, intervention, evaluation, and reflection. The results indicate that 97% of the teachers consider it important for training focused on the use of digital technologies to take place within the school environment, taking into account teachers’ prior experiences and the technological resources available at the institution. Furthermore, the teachers emphasize the importance of the continued presence of teacher educators in the school, alongside the pedagogical team, to guide and support teachers in the implementation of activities involving technological resources. Based on the findings and the reflective process, it is suggested that, for the integration of digital technologies into the pedagogical practices of basic education teachers, continuous training initiatives should be school-based and accompanied by a supervisory approach aimed at facilitating, fostering, and energizing learning environments in a supportive and confident manner. This approach should recognize teachers’ potential for learning, development, and ongoing professional growth, provided they are offered favorable contexts, support, and appropriate challenges. In this sense, the supervisor assumes a leadership role within the learning community.