Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Tahan, Simone Pannocchia
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| Orientador(a): |
Placco, Vera Maria Nigro de Souza
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| 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 Pós-Graduação em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/42686
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Resumo: |
The general aim of this research-training is to map the territories occupied by the Pedagogical Coordinator (PC), in the context of his/her role, considering the (auto)biographical and cartographic perspectives for the (ac)knowledge and (re)signifying of this place. In order to achieve this purpose, the specific objectives are: I) To get to know the PC's circumscribed territory, the places and fields in which they work in everyday school life; II) To identify whether there are actions of creative insubordination in the daily life of the PC; III) To establish dialogues between (auto)biographical research and the cartographic perspective, in order to (ac) knowledge the place occupied by the PC, IV) To promote and analyse educational training experiences which can raise self-awareness, (re)signifying and empowerment of the/ in the space that the professional occupies and acts in as PC. This is a study based on the theoretical-methodological references of (auto)biographical research, with the contribution of Pineau and Le Grand (2012); Nóvoa and Finger (2014); Josso (2007, 2010); Ferrarotti (1979, 2014); Ricoeur (2010, 2020); Passeggi (2011, 2014, 2016, 2021) and Delory-Momberger (2006, 2008, 2011, 2012, 2014). Souza and Placco (2017); Placco and Souza (2006, 2018); Placco, Souza and Almeida (2012); Almeida, Placco and Souza (2016); Freire (1982, 2021) are the main references for understanding the territory occupied by the PC the territory of pedagogical coordination. Twenty-five pedagogical coordinators who have been working in basic education for, at least, five years, in this position. The professionals who took part in the research enrolled an online extension course which was offered throughout Brazil, between September and December 2022, on the subject of "Listening and writing about oneself in the field of pedagogical coordination". The corpus of the research is made up of the oral and written narratives produced during the course; the transcript of the educational training modules and the notes contained in the researcher's diary. The interpretation of the results is based on the comprehensive-interpretative analysis proposed by Souza (2004), with the aim of answering: “In what way does the (ac)knowledge and (re) signifying of the territory occupied by the PC make it possible for them to occupy and empower themselves in their role?”. The analyses reveal that the person/professional constitution of the PC is influenced by family; by the time spent at school; by the educational training process and by the professional practice. Yet, in the discussion of the results, the territory inhabited by this professional is a solitary space, lacking recognition, also it is always on the move, and is made up of creative insubordination actions, of memories, of pains, of affections, of rigour, and is guided by amorousness, availability and ethics. The findings make it possible to reaffirm the thesis behind this research: the educational training of PCs, from (auto)biographical and cartographic perspectives, has allowed them to (ac)knowledge the territories they occupy, (re)signifying the characteristics and peculiarities of this territory, enabling them to occupy it with greater self-awareness |
