Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Pereira, Rodnei
 |
| Orientador(a): |
Placco, Vera Maria Nigro de Souza |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| 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/20429
|
Resumo: |
The aim of this research was to construct and execute, collectively, a training development proposal and to analyze its contributions to the planning of the formative actions of a group of pedagogical beginners, who works to the municipal school network of the Grande São Paulo. A plan of action was designed, based on the participants development needs and their work contexts, to monitor the planning of the training initiatives undertaken by them, to investigate the impact that the development program produced in the group in relation to their activities regarding development essence and to identify signs of the development program to the professional activity of the workers, aiming to expand and provoke their commitment as trainers. Therefore, a research-training, inspired by action research, was carried out. The data were produced based on the transcription of one informal conversation meeting, the audiographed record of 16 fortnightly training sessions during 10 months, in the preparation of a field diary and the content of a communication group using the Whatsapp application. Data analysis was inspired by Prose Analysis method. The results indicate that the training development program, built collectively, contributed positively to the participants' awareness of their role as multiplier trainers, supporting in the development of their activities and in broadening their understanding of their role. It was found that problems related to work planning and insufficient study space made it difficult to the professional development of coordinators. The lack of references and clarity of the pedagogical coordinator’s role by other professionals - principals, teachers and school support staff, were also a matter of difficulty. Positive aspects include the construction of a training process focused on the contexts of the participants' activities and a group loyalty that suggests that the development got strength and benefits by the coordinators named beginners. The research data also suggests that the pedagogic coordinator, as well as the teachers, learn their work at school and that, when the coordination professionals find opportunities to provide a new meaning for the lived experiences and can build strategies in a combined way to face their professional challenges, the possibilities of change in their ways of thinking and acting are amplified. It was possible to notice that the coordinators felt legitimized as trainers, when they showed themselves capable to dialog and bring to discussion the pedagogical practices of the teachers |
