Os desafios da dupla gestora: diretores e coordenadores nos Centros de Educação Infantil (CEI) da rede parceira do Município de São Paulo na formação dos professores

• Ano de defesa: 2023
• Autor(a) principal: SiIva, Maria Sonia
• Orientador(a): Aguiar, Wanda Maria Junqueira de
• 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: Formação continuada; Dupla gestora; Educação Infantil; Rede parceira
• Palavras-chave em Inglês: Continuous training; Educational administration pair; Early Education; Partnered schools
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/39534

This qualitative research is the result of this researcher’s concerns about the challenges faced by the educational administration pair in training Early Education partnered-school teachers in the city of São Paulo. Main objective was to understand how the articulation of principals’ and coordinators’ actions for teachers’ in-service continuous training occur in five Early Education partnered schools of Associação Educacional Uirapuru (Uirapuru Educational Association). Specific objectives were: a) to identify participant principals’ and coordinators’ perception of childhood; b) to analyze participant principals’ and coordinators’ concept of their own jobs; c) to know participant principals’ and coordinators’ concept of teachers’ continuous training; and d) to present keynotes for developing a training proposal for principals and coordinators. Five coordinators and five principals who work at Early Education partnered schools of São Paulo participated of this study. Data was produced through a questionnaire, a discussion group and semi-structured interview, and were analyzed through Prose Analisis. Results showed coordinators’ and principals’ training needs, the adverse job conditions of the educational administration pair, their doubts towards their own attributions, and their difficulties to acknowledge all the Early Education documents from the Department of Education and the specificity of teacher training. This research also detected their need to understand the attributions of each member of the educational administration pair to allow a more critical and reflexive view on teacher training