Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Silva, Márcia da |
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/23852
|
Resumo: |
This research, with a qualitative approach, had the general aim of analysing the education training needs of the pedagogical coordinators of Early Childhood Education Centres (CEIs) of the partner network, for the development of the continuing education of the teachers who work in them. From the general aim, the following specific objectives were set: to know how CEIs´ teachers’ education training in the partner network has been developed; to identify and to analyse the challenges found by the pedagogical coordinators in their work with CEIs’ teachers in the partner network; to outline principles, together with the coordinators, which can be included in the education plan, based on their training needs. The conduct of the research was justified, among other reasons, by the lack of studies which address the work of coordinators in the CEIs in the partner network, considering the development of continuing education for teachers, in their working place. The theoretical framework selected to substantiate the discussion about teacher’s education, the conception of teachers continuing education centred in the school, the pedagogical coordinator´s duties, the education itinerary of this professional and, the understanding about training needs, was formed by the studies of Passos et al. (2019), Imbernón (2011), Canário (1998), Nóvoa (1992), Placco and Souza (2018), Marcelo García (1999), Estrela, Madureira and Leite (1999) and Rodrigues (1991), among others. Seven pedagogical coordinators who work in CEIs in the partner network in the city of São Paulo participated in the study. The data was produced in a discussion group and they were analyzed by the theoretical-methodological procedure of the Analysis of Prose (ANDRÉ, 1983). Among the results, they were highlighted the lack of time and institutionalized spaces for coordinators to act as teachers’ trainers in the CEIs of the partner network; the challenges to train teachers in CEIs; the training needs of the coordinators; the adverse working conditions of the participants, which influence on the development of their roles and on their professional identity; the doubts related to their duties and the difficulty of appropriating the documents of the Municipal Education Secretary, referring to Early Childhood Education. These results enabled us to conclude that inequalities are still increasing in Early Childhood Education; that the differences in CEIs services of the direct and partner networks, for children aged 0 to 3 years, are not in line with the rights of equal education for all, according to current legislation; and that, in order to carry out teachers´ education training, the coordinators use unconventional subterfuges, such as “brechinhas” (gaps) in the teachers' working hours and in the children's sleep schedules, which represents a concern for school supervision |
