Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Sentoma, Thays Roberta de Abreu Gonzaga
 |
| Orientador(a): |
Placco, Vera Maria Nigro de Souza |
| 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
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| 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/23231
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Resumo: |
This research aimed to analyze how coordinators understand and use themselves as trainers and professionals who carry out pedagogical monitoring. Identify the comprehension of how pedagogical coordinators have access to work as complex as schools, which can somehow corroborate the strengthening of their own practices and other professionals who follow the same path or a similar one. The relevance of the study is justified by the importance of the pedagogical coordinator in the school atmosphere, in the training and pedagogical monitoring of teachers. It should be noted that, when taking on the pedagogical coordinators as research subjects, it seeks to recognize / legitimize the importance of their performance in the school context and the definition of their performance in pedagogical mediation, assisting and collaborating with teachers, in order to reflect on your practice. The correlated studies contributed to my comprehension of how the coordinators understand and constitute themselves, since this understanding occurs in interactions with others: with teachers, managers, students, families and the education system, because all the people involved in the school context assign different roles and functions, expectations and representations to the pedagogical coordinator and he recognizes himself in them or not. It is noteworthy that professional training, initial and continuing, also composes and plays an important role in the process of recognizing oneself as an education professional. Supported by the theoretical frameworks, LUDKE and ANDRÉ, 2013 and SZYMANSKI, 2002), a qualitative methodological approach was adopted, using, as methodological procedures, the application of a questionnaire for forty-five coordinators who work in the Municipal Schools of Early Childhood Education and Elementary school in the municipality of Santo André, a city in the metropolitan region of São Paulo. The questionnaire data guided a characterization of the group, highlighting their school trajectory, motivations, path, and challenges of the function. Subsequently, four coordinators were interviewed, using a semi-structured interview script. The findings were organized into four categories, inspired by the theoretical references of Almeida, Placco, Souza, Marcelo Garcia, Tardif, among others, in dialogue with the statements of the interviewed coordinators. Therefore, it sought to highlight the daily activities of pedagogical coordinators, what they do, what they know and what they build, based on their attributions and the functions and roles they assume. The findings reveal that the PC's understanding of himself and his work in the municipality of Santo André (his identity constitution) is revealed as a contradictory process, permeated by difficulties, challenges, fragmentation of pedagogical work, multiplicity of tasks and undefined roles , little time for study and lack of adequate training to perform the function. It was also evident that the coordinators demonstrated to be clear of their real function, however, they do not receive the necessary support from the Department of Education, which is often responsible for creating different demands and attributions for the PC, but without having a clear guideline to guide the work, which is something that interferes considerably in the identity constitution of the CP |
