Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Kenschikowsky, Larissa
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| Orientador(a): |
Sanches, Emília Maria Bezerra Cipriano Castro |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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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://tede2.pucsp.br/handle/handle/22999
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Resumo: |
This study aimed at identifying necessary knowledges to pedagogical coordinators working on teachers’ education at Children Schools. Research problem originated from the researcher’s concerns when reflecting about her in-school teacher education experiences, then articulating them to her work as a Children School pedagogical coordinator in the city of São Paulo. There was interest in understanding how and how much educational practices during collective working hours at school could mobilize reflection and positively contribute with changing practices and teachers’ development. As theoretical references, we have used studies on teacher knowledges, teachers’ critical-reflexive perspectives, dimensions of teacher education and the pedagogical coordinator implications in his/her educator role. To these references, we have articulated the specificities of Children’s Education, background to this study. Theoretical-practical dialogues have included Tardif (2014), Imbernón (2000, 2010) Josso (2004), Almeida (2007, 2017), Placco, Almeida and Souza (2011), Placco and Souza (2006), among others, and the regulations and official documents from the Education Department of the city of São Paulo (Secretaria Municipal de Educação de São Paulo). Research has followed methodological procedures of qualitative approach and has used teachers’ continuous education for investigation field. Data have been collected through interviews with two pedagogical coordinators and two teachers working in a Children’s School (Escola Municipal de Educação Infantil) and in a Nursery School (Centro de Educação Infantil) both belonging to the Municipal Educational System of São Paulo. Established criteria for selection of the coordinators was that they were acknowledged for their successful educational practices. We have built critical analyses of the information which was interpreted according to the researcher’s professional experiences and based by theories and concepts on teachers’ education and Children’s Education. Interviews have shown that the specificities of the work with babies and children constitute the professional identities of interviewed coordinators and teachers. Interpretation of data makes us think that the knowledges of coordinators and teachers are plural, multidimensional, from different natures, and articulate with professional and personal experiences. We have identified that the knowledges mobilized by coordinators in their educational practices are diverse and include theoretical, methodological, curricular and professional experience knowledge. According to teachers, however, there is a highlighted necessity for personal and interpersonal relationship knowledges to the coordinator. It can be understood that the professional context is the time and space in which the teacher learns, exercises, reflects and redefines his/her teaching. At the end of the analyses and discussion of emerged data, successful practices have been highlighted as meaningful principles and relevant elements for continuous education in Children’s Schools |
