Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Oliveira, Elisa Valério de Almeida
 |
| Orientador(a): |
Passos, Laurizete Ferragut |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21562
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Resumo: |
The aim of this research is know and analyze the transition process of the Pedagogical Coordinator from Elementary School to the Early Childhood Education in the Municipal Schools in São Paulo. We analyze the coordinators who had this transition in 2016 and 2017, identifying the reasons and the challenges that they found in their new teaching model. The results indicated an increase in the number of coordinators who made this transition in the period mentioned, evidencing the thematic relevance. As collection procedure, the 42 pedagogical coordinators had an online questionnaire, with open and closed questions. The resulting of the objective questions were tabulated and presented in graphs and it were analyzed together with those open questions, based on Prose Analysis (ANDRÉ, 1983). The results indicate that the main reasons for this transition are the problems faced in the direction of Elementary School, such as those related to indiscipline and excessive bureaucratic work and, as a search for new experiences. About the performance in Early Childhood Education, it was found that the main problems and challenges encountered by these coordinators refer to the interpersonal relationships with different subjects in the daily life of the school, among them the teachers, the Direction, the children’s family and the different conceptions of childhood expressed by these subjects. The analysis also show that there are specificities of pedagogical coordination in Early Childhood Education, related mainly to the structural organization of this new segment and to the teaching group. The value of the knowledge acquired through experience was also evidenced, as a reference to the practice of these coordinators. In general, the coordinators evaluate their initial experience in Early Childhood Education as positive and seek solutions to everyday problems in their experience as coordinator, teacher and with the theoretical references. The evidenced training needs refer to the interpersonal interactions, practices of Early Childhood Education and formative strategies, providing subsidies and questions of reflection that can be approached in the Pedagogical Coordinator trainings |
