Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Gonçalves, Wayne Teixeira
 |
| Orientador(a): |
Saul, Ana Maria
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| 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
|
| 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/23868
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Resumo: |
This research aims to investigate the necessary knowledge available from trainers for the development of a collaborative practice in the school space according to Freirean references. It is assumed that collaboration in planning and teacher training can enhance the professional development of educators in the school environment. The theoretical framework will present Paulo Freire's propositions about the necessary knowledge based on collaboration between trainers, highlighting the importance of dialogical action, unity, organization and cultural synthesis. This dissertation, with a qualitative approach, used semi-structured interviews to collect data. The research context was the formative meeting space and advisor present in the schools of the Municipal Department of Education of São Paulo, in which the Pedagogical Coordinator and the School Supervisor play an important role. The two subjects of this research were a Pedagogical Coordinator and a School Supervisor. The data analysis of this research demonstrated that the trainers' necessary knowledge for collaborative training practice can be organized by the characteristics of the Theory of Dialogical Action. The dialogical action in the promotion of collaborative training presupposes: active listening among teacher trainers and trainees; freedom of thought; the active participation of the subjects in the construction of the formative agenda; the problematization, unveiling and critical and reflective investigation of educational/ training practice; awareness of the real problems that affect the educational/training process in the school space. The dimension of the unity for collaborative training demands: communion of teacher trainers and trainees; sincere adherence to discuss and pursue common goals in a collective and collaborative way; the commitment to emancipation and to the practice of freedom for all members involved in the formative/ educational process; exchanging experiences, and sharing doubts. The organization for collaborative training requires: a horizontal relationship, of humbleness, of authority, trust that seeks equality between the training and under training subjects; a formative, educational, pedagogical, supervisory and administrative practices that are democratic and that prioritize the pedagogical and transformative actions in the school and beyond its walls; the refusal to practice permissiveness, authoritarianism, technobureaucratic actions, and does not submit to mechanism or anti-logic impositions. The cultural synthesis for collaborative training demands: the search for the practice of 11 pedagogical freedom for all the teacher trainers trainees; the development of actions in line with real problems of the school and the school community for their real confrontation; the constant search for the transformation of the formative and educational reality; the effectiveness of the dialogical action, of the unity, of the systematized organization that aims at the real and permanent change of school’s appearance and that aims at the restoration of humanity and its collaborative spirit. With the results of this investigation, we were able to present a formative proposal for strengthening school coordination and supervision guided by the principles of collaboration as proposed by Freire |
