Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Santos, Alessandra Olivieri
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| Orientador(a): |
Passos, Laurizete Ferragut
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/39675
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Resumo: |
The overall aim of this study was to promote a reflective thinking process in pedagogical coordinators working in early childhood education in order to identify how a formative experience consisting of reflective encounters and the writing of memoirs inspired by biographical workshops contributed to raising awareness for the coordinator’s role as a teacher trainer. The specific aims are to map and characterize pedagogical coordinators working in early childhood education in a Municipal Board of Education District situated in the southern area of São Paulo city; promote a reflective process of teacher trainers’ qualification, a process which was inspired by biographical workshops and included writing a formative memoir; contribute to the fact that those professionals of early childhood education become aware of the importance of their professional qualification; contribute to professional development based on agency, leading the pedagogical coordinators to develop a sense of continuous training of themselves and others. The study presented a qualitative and subjective approach, for it intended to comprehend and evaluate the reality of the context in which it occurred, counting on the engagement of the study’s participants termed confessing participants. By that, it was intended that the study contributed to the improvement of coordinator training and that it strived for them to become aware of the importance of their professional development, by thinking about their formative trajectory, improve their performance as teacher trainers and hence help teachers with whom they work to hone their pedagogical practice skills. We started from the premise that the record of these professionals’ trajectories may help them to continue in their work, illuminating their achievements, battles, and pathways. The study took as its starting point the following problematization: who trains the teacher trainer? And its justification was to draw attention to the qualification of pedagogical coordinators working in early childhood education. The research was based on the theoretical premises of Delory-Momberger (2006) for the biographical workshop; Josso (2004, 2007 and 2008) for life stories; Passeggi (2010a, 2010b, 2021) and Passeggi, Nascimento and Oliveira (2016) and Prado and Soligo (2007) and Prado (2018) for memoirs; Imbernón (2009, 2010, 2011) and Nóvoa (2009, 2014, 2022) for qualification; Placco and Souza (2006), Placco and Almeida (2011) and Domingues (2014) for pedagogical coordination, and Bragança (2009, 2018,) for data analysis. The results showed that promoting reflective thinking on qualification of these professionals enabled them to grow by becoming aware of their formative trajectory. The research also highlighted that creating a study group enhanced dialogue amongst peers, helped the coordinators in their professional development and in expanding and perfecting their practice as teacher trainers |
