Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Coelho, Daniela Palma |
| Orientador(a): |
Passos, Laurizete Ferragut |
| 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/21947
|
Resumo: |
The social, cultural, political and economic transformations that took place in our society, as well as the changes in the establishment of relations and the way of acquiring knowledge, brings to school institutions the difficult, although necessary, function of following up its procedures. To make that possible, the school needs to revisit its conceptions of teaching and learning, and, also, how education is conceived, and to review the practices applied in the appropriation of some knowledge and in the construction of so many others. Changing the school institution at the same pace as history certainly requires meeting the “oneself” with the other; requires breaking away from isolation and opening the doors of classrooms to establish dialogue, exchanges and the sharing of ideas, and this is not always an easy process. Sometimes it is required to destabilize ourselves and to give up our beliefs, values, knowledge and individual opinions, to see things from others’ perspectives. Changing school is, therefore, a collective work, of which the Pedagogical Coordinator is the mediator in the constitution of a collaborative group and has the opportunity of having the continuous formation as the main mean to articulate knowledge sharing amongst the teachers. With the aim of documenting the trajectory of a distinctive pedagogical proposal implementation – Modular Teaching – in a school from the Municipal education system located in São Paulo, as well as to describe the changes and learning disclosed by the practices of the teachers through this proposal and to understand the practical challenges faced by them in the school routine, a qualitative research was carried out with a case study, through a documentary analysis and an electronic questionnaire along with the teachers, for the data collection. The outcomes of this analysis allowed us to identify the construction of learning by teachers through working in modules and also indicated the needs that led to the elaboration of a training proposal for the Pedagogical Coordinator to perform together with the group of teachers aiming to improve the teaching and, therefore, the student learning |
