Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Silva, Cristina Ramos da |
| Orientador(a): |
Sanches, Emília Maria Bezerra Cipriano Castro |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
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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/22787
|
Resumo: |
This paper presents a Master`s research developed in the Master's Program in Educacation: Teacher Trainer, PUC, SP. The research brings the rapprochement of two issues: the formative experiences based on autobiographical narratives and the process of professional constitution of pedagogical coordinators. The problem that guides the development of this research is translated from the following study question: What critical incidents of the process of professional constitution of pedagogical coordinators integrate the narratives produced by them in a research-training context? To answer such question, the study is structured within the qualitative perspective and autobiographical narratives were produced in research-training seminars‟ context with five pedagogical coordinators participating in the research. As a theoretical and methodological references consider the contributions of Nóvoa (2013, 2014), Josso (2002, 2004, 2010), Passegi (2015), Almeida (2003, 2009, 2015) e Placco (2003, 2008, 2015). The research results indicate that the critical incidents that constitute the Pedagogical Coordinators' professional learning process integrate situations of childhood and school education, professional choice and insertion, intergenerational bonds and are marked by the commitment to meet the demands of parents and teachers, for the care with the adaptation process, especially for the understanding of the child as a priority in the organization of the work routine and decision making in the Preschool and Middle School, indicating that the spaces for reception and training of this professional should promote reflections on these spheres so that their knowledge can be guided and resized |
