FROM THEORY TO PRACTICE: COLLABORATIVE SUPERVISION MODELS FOR TRANSFORMATIVE CLIMATE EDUCATION IN NAMPULA
DOI:
https://doi.org/10.66104/vtxb9m10Keywords:
Collaborative Pedagogical Supervision, Transformative Climate Education, Interdisciplinary, Action Research.Abstract
"defining challenge of our time" (Carvalho, 2018, p. 15), demanding an urgent and transformative pedagogical response from education systems. In Mozambique, a country characterised by high vulnerability to extreme climate phenomena such as cyclones and droughts, the integration of climate education into school curricula is an imperative necessity. However, this integration often encounters traditional and fragmented teaching structures, which hinder a transversal and contextualised approach. As Lima (2019) cautions, school organisation remains heavily reliant on hierarchical models, leaving little room for innovation.
In this scenario, pedagogical supervision emerges as a central axis for the qualification of teaching practice. Traditionally linked to a paradigm of top-down control and evaluation, it is crucial that supervision evolves towards collaborative and participatory models. These new models, supported by authors such as Formosinho (2019) and Lopes e Silva (2021), prioritise co-creation, dialogue among peers, and the inclusion of diverse actors – including the students themselves – in the processes of pedagogical planning and reflection. Collaborative supervision thus establishes itself not as a mere training instrument, but as a strategy to "foster meaningful educational practices" (Roldão, 2021, p. 34) in the face of the complexity of the climate crisis.
This article proposes to analyse and discuss the implementation of a theoretical-practical model of collaborative supervision, contextualised for the Province of Nampula in Mozambique. The discussion articulates theoretical foundations with concrete examples, analysing the potential and challenges of such a model for promoting a transformative and action-oriented climate education.
The obtained results validate the transformative potential of the linkage between the collaborative supervision model and climate education, confirming the relevance of the proposal initially advanced within the theoretical framework. The implemented process of systematic and collective reflection, aligned with the principles advocated by Roldão (2021), proved to be a crucial mechanism for operationalising theoretical knowledge, transforming it into practical and contextualised interventions. This conversion proved vital for empowering the educational community to address the intricate climate challenges that characterise the context of Nampula.
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