Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Benga, Márcia Viana Pereira
 |
| 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/23593
|
Resumo: |
The present research, with a qualitative approach of the research-training type, had as general objective to analyze a proposal of an education training held with beginning principals of a Municipal Education Secretary of São Paulo City Metropolitan Region, with the support of a collaborative group constitution. From the general objective, the following specific objectives were set: (1) to investigate the possible contributions of the education training held with the participating principals, with the use of collaborative groups as a training space; (2) to identify the weaknesses and the strengths of this education training proposal and (3) to offer groundwork for the development of support policies for beginning school principals, before joining the function. The conduct of the research was justified by the fact that there are few investigations about the work of the beginning school principal and all the complexity that it involves, and for considering the importance of offering contributions for the planning and the implementation of education training actions for these subjects, creating opportunities which are able to understand the personal and professional needs of each individual. The theoretical framework selected to substantiate the research was formed by the concepts of Libâneo, Oliveira and Toschi (2012) in school management; of Silva (2018), in the beginning school principal; of Passos and André (2016), Passos (2016) and Fiorentini (2004), in collaboration and collaborative groups. The research subjects were nine beginning school principals and a teaching supervisor. The research data source was formed by the records of the discussions which happened during six meetings. These records built an education training proposal with beginning school principals, which was taken as an object of analysis in this investigation. The data analysis was inspired by the theoretical-methodological procedure the Analysis of Prose (ANDRÉ, 1983) and gave rise to three analytical categories. The main findings of the research were: (1) the subjects realized the importance of a listening that promotes strengthening and mutual help, and could exercise empathy, when listening to the narratives of the group's colleagues and putting themselves in their place; (2) in the discussions with the group, the participants felt satisfaction, mainly due to the freedom to express their opinions, without judgments or without the obligation to express themselves; (3) the narratives of experiences and the development of a portfolio were training devices which promoted the reflection of the participants, showing the power of reflective writing in education training, and (4) the trainer-researcher, during the discussions, was able to review her practice, a movement made possible by research-training. The results pointed out that school principals need planned education training processes, which go beyond the mere transmission of information in meetings and which provide opportunities for reflection on school routine, based on dialogical and collaborative methodologies that contribute to their daily practice |
