Aula de trabalho pedagógico coletivo (ATPC): uma contribuição para a formação continuada de professores da rede estadual de ensino de São Paulo

• Ano de defesa: 2021
• Autor(a) principal: Ribeiro, Jorge Luis Sansigolo
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de, Teixeira, Rosiley Aparecida, Miranda, Nonato Assis de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: aula de trabalho pedagógico coletivo; formação continuada; professores; secretaria de estado da educação de São Paulo; professores coordenadores
• Palavras-chave em Inglês: collective pedagogical work class; continuing education; teachers; São Paulo state department of education; coordinating professors
• Palavras-chave em Espanhol: clase de trabajo pedagógico colectivo; educación continua; maestros; secretaría de educación del estado de São Paulo; profesores coordinadores
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2471

The object of study of this research is the Classroom of Collective Pedagogical Work (ATPC), which represents the important collective space for the continuous formation of teachers of the state education network of São Paulo. According to official documents from the State Secretariat of Education of São Paulo (SEDUC-SP), ATPC allows working on an agenda of interest to all teachers and managers, constituting a training activity, based on the exchange of experiences and pedagogical practices, stimulates the building collective projects and making decisions to solve problems in school units. The general objective of the research is to understand through the bibliography and the perception of a group of teachers and teaching coordinators as contributions from the ATPC in the process of continuing education of teachers from the state school system in São Paulo. The research uses a qualitative approach and uses as data sources the ATPC legal documents obtained by SEDUC-SP and characterized semi-structured with teachers and managers from two school units in the São Paulo state network. A documentary research must recover the regulatory framework and an identification of the most important concepts on ATPC defined by SEDUC-SP for a state school system in São Paulo. The analysis of those carried out in two schools, shows that for most teachers the ATPC is a good program of continuing education, a training space that strengthens the pedagogical management, but make several criticisms of the excessive regulation produced by SEDUC -SP and the poor adherence of teachers.