Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Oliveira, Elisangela Carmo de |
| 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
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20469
|
Resumo: |
This research aims to analyze the actions that the Pedagogical Coordinator, also known as CP, develops in their training processes, making it possible to be an agent of changes in the teaching practice. Three questions guide the study: How should CP deal with teachers' feelings about change? How can new conceptions, based on practice reflection, be mediated by this professional? And how can a CP be an agent of changes in the teaching practice? The theoretical framework addresses the role of Pedagogical Coordination and the vision of School as a transformation environment. It is based on the researches and studies of Placco, Almeida and Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009) and Fullan and Hargreaves (2000). The methodology adopted was the qualitative approach, through methodological procedures of semi-structured interview and documentary analysis. It was interviewed four Pedagogical Coordinators and four teachers of the Municipal School System, who work in Children Education Schools in the East zone of São Paulo. The analysis of data constructed in the interviews contemplates the perspective of the Pedagogical Coordinators and the teachers, which is organized into five categories: conceptions, training, interpersonal and professional relations, knowledge of the professional identity and resistance as a working tool. As a result, the research indicates the Pedagogical Coordinator as an agent of change and the importance of the relation of his work and his actions to the pedagogical practice. In this process of change, the interpersonal relationships are fundamental for the construction of CP´s actions, having a role of facilitator or obstructer. The Pedagogical Coordinator uses the resistances, which are always present in his path, as a working tool for reflection of the teaching action. Continuous in-service training is evidenced as a permanent environment for reflection and significance in the teacher's action with the students, contributing to the integration of theoretical and practical knowledge through different training strategies and instruments. Thus, the research reveals the importance of CP´s work, in partnership with school directors and teachers, in the construction of necessary changes for the transformation of the school context based on the qualification of pedagogical practices |
