Assessoria pedagógica na escola: uma prática de formação e desenvolvimento profissional do professor

• Ano de defesa: 2018
• Autor(a) principal: Argolo, Gabriela
• Orientador(a): Placco, Vera Maria Nigro de Souza
• Tipo de documento: Tese
• 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: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação permanente; Professores - Formação profissional; Professores - Educação (Educação permanente)
• Palavras-chave em Inglês: Continuing education; Teachers - Occupational training; Teachers - Education (Continuing education)
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/21126

Considering the complexity of the teacher education and the recognition of the relevance of the objective working conditions in which teaching is established, several studies (CANÁRIO, 1994; 1998; ANDRÉ, 2016; ALMEIDA; PLACCO, 2013; GATTI, 2013a; IMBERNÓN, 2009; 2010a; 2010b) have considered the school as a privileged place for teacher education. In view of this perspective, the following research problem is established: Does teaching advice, as a school-centred training practice, contribute to the teacher education? In order to answer this question, it is defined as a general objective to investigate the contribution of teaching advice to the teacher education and to the teachers’ development of a private school located in the West Zone of São Paulo city. This study, developed on the basis of the content analysis theoretical references (BARDIN, 2011; FRANCO, 2012), uses the qualitative analysis of data collected in a focus group and in the application of two questionnaires designed respectively for teachers and teaching advisors, who are the research subjects. Considering the categories of analysis selected, the analysis of the data revealed that the teaching advice promotes support and safety to the professionals participating in it, triggering significant teacher education processes. However, it has been shown that this practice alone is not enough to consolidate such processes if it is not linked to a school project and to working conditions that benefit the career´s development of these professionals