Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Leite, Alessandra Ruiz Barbosa |
| 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/21455
|
Resumo: |
The research had as general objective to investigate the implications of the working conditions in the professional development of the pedagogical coordinators who work in Early Childhood Education Center agreed by the Municipal Department of Education of the city of São Paulo, as well as characterize these coordinators, learn about their training context and identify the elements that facilitate or complicate their professional development. The choice of research context, selected Early Childhood Education Centers, occurred due to the significant number of school units that care for babies and children in a partnership between Civil Society Organizations and the Municipal Department of Education of São Paulo city. In addition to the professional scope, there was a need as a researcher to know these individuals that work in these school units, since there is little research that addresses educational aspects in relation to partnerschools. The methodological approach was qualitative that allowed to know the context and working conditions of the coordinators from partnerschools by the participants' perspective. The data collection was done through a questionnaire with multiple choices and open questions applied to the coordinators of the Regional Education Board under study and the analysis of the data had as reference content analysis. It was possible to identify the many dimensions present in the performance of these coordinators, followed by the challenges presented in their context, linked to training issues and career conditions. The perceptions of coordinators revealed greater incidence of the facilitating aspects of their professional development, when we consider the frequency of responses, linked to the desire to continue growing professionally and to remain in the position. But they also pointed out the difficulties, highlighting the conditions of the career, such as: low salary; limited human resources framework; accumulation of function; lack of clarity of their attributions; lack of human support in daily challenges; the complexity of interpersonal relationships, especially as teachers; lack of infrastructure in some school units; the lack of inputs to carry out the work; the scarce formations that have access; the minute moments in his routine to carry out the training with the teachers; the lack of recognition of the maintainers and Municipal Department about the work developed. This research sought to announce some ways that allow the reflection on the continued formation of pedagogical coordinators of the partnerschools besides contributing to the discussions about the policies of early childhood education in the city of São Paulo |
