Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Moura, Tatiana Queiroz Porto
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| Orientador(a): |
Passos, Laurizete Ferragut |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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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: Formação de Formadores
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| 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://tede2.pucsp.br/handle/handle/22894
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Resumo: |
The presente research aims to identify significant experiences reported by pedagogical coordinators (PCs), graduates of the Professional Master in Education: Training of Trainers of PUC-SP (Formep). Created in the second semester of 2013, Formep has, as one of its goals, to expand the role of the basic education trainer, making their decisions more efficient so that educational institutions can reach their goals in relation to students' learning and training. Specific objectives of this work are: to identify the meanings that the subjects attribute to the experiences lived in Formep, to identify possible contributions of the research developed by PC to their professional performance and to understand the process lived in the completion of the final work. Referring to Larrosa, Passeggi and Josso, we understand that experiences are subjective knowledge, affecting the subjects, generating learning and resignification of meanings attributed throughout a person's life. From the concept of formative experience, we intend to analyze the contributions of the research, conducted in Formep, to the pedagogical coordinators and their practices. Based on André and Beillerot, we understand the research of practice as essential, since it considers the subject and his knowledge, favors an autonomous and reflective posture, and allows the articulation between theory and practice, creating possibilities for transformation in the performance of formep graduates. As a methodological device, we applied questionnaires to characterize the research subjects and conducted narrative interviews, which make up the autobiographical research, with five pedagogical coordinators of the São Paulo Municipal Education Network. The choice for the narrative interview was due to the power to allow the subject to narrate himself and, in so doing, enable him to attribute meaning and resignify his experiences. We are inspired by Bauer and Jovchelovith in using the stages of the narrative interview. The narrative interviews were recorded in audio and had an average duration of 30 minutes. Being the subjects of this research graduated from Formep of the class of 2016, the choice for this class was mainly due to the peculiarity of its constitution. The class was formed as a result of an agreement established with the São Paulo City Hall and for this reason all the newcomers were civil servants of the educational area, with different positions held in the schools of the city of São Paulo or the Municipal Department of Education. We used as a reference for the analysis of the interviews, Ricoeur's “interpretative reading dynamics”. PC experiences are discussed from three categories of analysis: the formation of the trainer and the resignifications of the experiences; the constitution of formators of the practice and the problems in the research construction process. The findings of this research revealed significant experiences in relation to the change in the conception of formation and the function of formation, highlighting how the PCs were constituting researchers of the practice, shortening the distance between the academy, their doings and knowledge, and highlighting formative experiences, reported by them, which consisted of learning and knowledge of different genres: existential, instrumental and pragmatic, comprehensive and explanatory |
