Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Brandão, Sílvia Helena Antunes Bueno
 |
| Orientador(a): |
Feldmann, Marina Graziela
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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: Currículo
|
| 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/39732
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Resumo: |
This research focused on the relationship between pedagogical coordination and teachers from a private education system school in Sao Paulo city who were in continuous teacher education from 2016 to 2022. During the research period, the school engaged in a curriculum-changing process. This study used a qualitative approach based on a Study Case research applicant technique. The collected data sustained the theory behind this research as a set of books with information about the history of the school, records of experience with teachers in individual and group meetings, pedagogical meetings, and answers to semi-structured interviews through questions that guided the interviews with directors, with a coordinator, and with teachers who participated in the pedagogical meetings. To support the theoretical concepts, this study based on researchers such as Bauman (2007), Burbules and Torres (2004), Chizzotti and Casali (2012), Guattari and Deleuze (2019) and Moran (2015 and 2019) to sustain the discussion about global connection and interdependence, intrinsic logic to globalization. To discuss issues involving curriculum, the teaching profession, and life-long teacher education, this study based on Apple (2017), Feldmann (2009, 2017), Feldamann, Masetto and Freitas (2017), Formosinho (2009), Garcia (1999), Hernández-Hernández and Sancho-Gil (2020), Imbernón (2011), Mizukami (2002), Morais (2010), Moreira and Tadeu (2011), Nóvoa (2022) and Sacristán (1998, 1999, 2000, 2002, 2013). It used the work of Bardin (2021), Chizzotti, (2018), Lüdke and André (2022), Minayo (2013) and Moreira (2011), to sustain the methodological approach. The results showed that immersed in a dialogic relationship, the subjects involved affect and are mutually affected, affect each other affectively and cognitively, and experience shifts and rearrangements, differences, and adjustments. It is possible to say that over time, this type of professional development is capable of transforming, raising awareness, and empowering the subjects involved |
