TEACHER SUPERVISION AND TRAINING: CONTEMPORARY PERSPECTIVES FOR THE DEVELOPMENT OF COLLABORATIVE TEACHING PRACTICES

Abstract

This study analyzes the role of school supervision in teacher training, highlighting its contributions to the development of collaborative and reflective teaching practices in the context of basic education. It is based on a qualitative bibliographic approach, drawing on classic and contemporary authors in the field, such as Lück (2011), Libâneo (2020), Paro (2018), Garcia (2022), and Ferreira (2019), who discuss supervision and teacher training in light of current educational policies and the challenges imposed by the BNCC and BNC-Formação (2017-2020). The study shows that school supervision, understood as a mediating and formative process, transcends the supervisory function historically attributed to this professional, taking on an ethical, political, and pedagogical dimension focused on the professional development of teachers and the improvement of teaching quality. It concludes that supervision, when based on democratic, collaborative, and reflective principles, constitutes a privileged space for continuing education, collective knowledge production, and the reframing of pedagogical practices, favoring the strengthening of teacher autonomy and the consolidation of a culture of shared learning in school institutions.