Transformation Of Doing Teacher Educational Supervisor from A Dialogical Relationship.

Abstract

Educational supervision requires managers capable of transforming their pedagogical praxis to attend to the personnel under their charge, since the responsibility of the management process in the institutional educational system rests on them. Made possible from a world of interactive, dialogical and loving relationships that foster the integration of all the social actors that make life on campus. The purpose of the article is to reflect on the work of the educational teacher who fulfills the functions of Supervisor from a dialogical and affectionate relationship. For this, Supervision and the role of the teacher with these functions are addressed, in the primary educational modality, under the onto-epistemic position of the authors: Freire, Habermas, Maturana, among others, I reflect on the need for transformative supervision from a human, dialogical and loving perspective. With this, I hope that teachers with the function of supervising their actions promote a pedagogical orientation, where the cognitive and the emotional are articulated, from a process of liberation and autonomy, with a willingness to dialogue, open to interact with the other, respectful of the differences between them. The method focuses on the qualitative from a documentary-type bibliographic design, characterized by the compilation of different authors, with the purpose of elaborating the subject objectively. From this transforming perspective, it is concluded that the work of the Supervisor teacher, appropriates tasks to guide interaction with the staff under his charge that require an open dialogue to the different needs and potentialities that teachers can present to him.