Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Infante, Angela Maria
 |
| Orientador(a): |
Dias, Elaine Teresinha Dal Mas |
| Banca de defesa: |
Dias, Elaine Teresinha Dal Mas,
Fernandes, Jana??na da Silva Gon??alves,
Hashizume, Cristina Miyuki,
Almeida, Cleide Rita Silv??rio de,
Lorieri, Marcos Antonio |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
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| Departamento: |
Educa????o
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2231
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Resumo: |
The public policy of in-service training, involving teachers, pedagogial coordinator and other segments in the school, disseminated in recent years by the S??o Paulo State Department of Education, has been the subject of an increasing number of academic productions, giving rise to reflections, mainly in what refers to the teacher???s training in the workplace. The Reading and Writing Program gives the Pedagogical Coordinator the responsibility of training teachers in schools, as well as obtaining good results from the students' teaching and learning process. This research has as object the Pedagogical Coordinator (PC) of the initial years as a trainer. It aims to identify the perceptions and / or understandings that these professionals have about their role as a teacher???s trainer. Through semi-structured interviews, we sought to understand the meaning / sense that the pedagogical coordinator attributes to the continuing education programs, to identify the necessary knowledges that enable their performance as a trainer, the conceptions of teaching and learning in which they are anchored, training practices and what actions he considers to be a transformative practice to achieve good results. The hypotheses that support this thesis are: the PCs perceive their role as a trainer as an essential role that can contribute to the transformation of the school context and the guidelines of the central bodies collaborate so that they are merely reproducers of information and not teachers. Interviews were conducted with nine pedagogical coordinators from eight public schools in the state. From the reading of the interviews, the thematic categories were analyzed in the light of the Theory of Complexity, taking into account the guiding principles of complex thinking: holographic, dialogic and recursive. The analysis of the interviews showed the weaknesses of the PCs in dealing with their uncertainties. To prepare for an uncertain world is to admit that the unexpected happens at any moment, leading us to redirect our actions - principle of the ecology of action. They declared that they did not want or did not intend to be PCs, but ended up accepting the role to meet the requests of colleagues and the management team of their schools. Considering the specific role of teacher educator, they declare that they do not feel prepared, they feel insecure because they assume the function only with the knowledge and experiences as teachers. In this sense, this research brings an alert to the Pedagogy and higher courses regarding the initial training of teachers, which do not prepare them to be coordinators. Regarding the continuing education of the PCs, they declare that there is no concern with this segment, the few guidelines received from the central oversight bodies managers are repetitive and insufficient for their performance as teacher???s educators, especially for those who have been in the function for more than 10 years, seek to improve their knowledge in other institutions. As a result of this research, in the light of Morin's complex thinking, the perceptions of the pedagogical coordinator about his role as trainer from his own perspective are evident. |
