Sentidos e significados sobre o estudo e o planejamento para formação de formadores: uma experiência com professores coordenadores do núcleo pedagógico

• Ano de defesa: 2016
• Autor(a) principal: Cruz, Fernando Mansano
• Orientador(a): Liberali, Fernanda Coelho
• 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: Professor coordenador do núcleo pedagógico; Sentidos e significados; Teoria da atividade sócio-histórico-cultural
• Palavras-chave em Inglês: Teacher coordinator of the pedagogic center; Senses and meanings; Socio-historical-cultural activity theory
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/18883

This study aims to critically understand the senses and meanings shared during the planning of the agenda for the education of teacher coordinators. It is based on the Socio-Historical-Cultural Activity Theory (ENGESTRÖM, 1987), which considers that through the experienced activity, in social relations, in the dialogue and constant reflection upon their actions, the different subjects build their practices as educators. The research was conducted with a group of teacher educators working in the Pedagogical Center (NP) of an Education Department under the jurisdiction of the State Secretary of Education of São Paulo and focuses on the interventionist and reality-transforming perspective through the reflection on the work with the Creative Chain (LIBERALI, 2013). The methodological framework is based on the Critical Collaborative Research (MAGALHÃES, 2012) that aims the critical transformation of social conditions of a given context; in the dialectic paradigm between the desired object and the life that is lived. The study sought to answer the following research questions: 1. How is the collective construction activity of the full agenda constituted? and 2. Which senses and meanings are built in this activity? One Supervisor and eleven Teacher Coordinators of the Pedagogical Center (PCNPs) from final years of elementary and high school (including this researcher) participated in the research. The research investigated the Activity of studying in this group. Data were collected/produced with the application of a questionnaire to each research subject and the audio recording of 8 meetings. The questionnaire answers were used as object of analysis in search for the meanings declared by the subjects and the audio of the meetings in the Activity of studying, to discuss the senses and meanings that were experienced by them. The analysis units were the components of the Activity (ENGESTRÖM, 1991): subjects, object, instruments, rules, division of labor and community