Supervisión clínica: Nuevas rutas para la justicia educativa

Mirian del Carmen Flores Torres

Authors

Mirian del Carmen Flores Torres Ministerio del Poder Popular para la Educación. Barquisimeto, Estado Lara, Venezuela https://orcid.org/0009-0000-8655-0844

Keywords:

pedagogical accompaniment, educational justice, clinical supervision

Abstract

This argumentative essay aimed to reflect on clinical supervision in the direction of an ethical horizon of equity, professional dignity, and educational justice. To this end, the theoretical aspects related to clinical supervision as an ethical-pedagogical space in tension, supervisory competencies for educational justice, and emerging cartographies of the supervisor's journeys were developed. The aspects investigated allowed for reflection on the supervisor's role in transitioning from a technocratic logic to a relational, critical, and transformative praxis, where ethical-pedagogical accompaniment replaces surveillance and control. It concludes that clinical supervision can become a powerful training tool when it articulates situated knowledge, sustainable-reflective dialogue, and institutional commitment. As a vision for the future, a humanized supervision is projected that promotes conditions for emancipatory, inclusive, ethically engaged education focused on empowering socio-educational actors to build justice along new paths of justice and equity.

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Author Biography

Mirian del Carmen Flores Torres, Ministerio del Poder Popular para la Educación. Barquisimeto, Estado Lara, Venezuela

Profesora de comercio. MSc. en Gerencia Educacional. Técnico Superior Universitario en Administración Mención Mercadotecnia.

References

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