MARQUES, Ana Emília da Fonseca    LEITE, Teresa. Supervisão Interpares: Um Projeto para a Melhoria das Práticas Curriculares. []. , 6, 2, pp.39-62. ISSN 2182-1372.

In this article we explore the peer supervision as a way to improve the curriculum practices through an intervention project, based on clinical supervision methodology, between two science teachers, 9th grade, in the school year 2013/2014. The main goal was to find out if a peer supervision method, between colleagues, conducted in a professional context, could be perceived by teachers as a contribution to improve their curriculum practices. The main data collection instruments were the initial and final semi structured interviews and the participant observation of three clinical supervision cycles. All data were analyzed and interpreted by categorical analysis. With the analysis and interpretation of collected data of the empirical study, it was concluded that, initially, participating teachers felt that the difficulties were related to curriculum management, highlighting the extent of curriculum content. On major changes, during the clinical supervision process, it was found that the new learning environments were more dynamic, innovative and targeted to students’ oriented approaches. The participating teachers felt that the clinical supervision process was a contribution to their professional development and consider collaboration as a facilitator of the process.

: Peer supervision; curricular management; professional development.

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