O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”

Detalhes bibliográficos
Ano de defesa: 2017
Autor(a) principal: Rodrigues, Paulo Henrique
Orientador(a): Liberali, Fernanda Coelho
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://tede2.pucsp.br/handle/handle/20780
Resumo: This dissertation aims to research, in two municipal preschool in Peruíbe-SP, how each pedagogical coordinator performs the continuous education at their school unit, starting from a teacher's education category called "HTPC em Rede" whose formative theme is prescribed by the Education's managing body. The research is based on the Social-Historical-Cultural Activity Theory, based on the works of Vygotsky (1934), Leontiev (1972) and Engeström (1999) and in the perspective of the critical and reflexive education. This study also considers the studies of Imbernón (2009, 2010), Marcelo (1999), Nóvoa (1992) and Tardif (2014) in the faculty's continuous formation in the school background and centered in the unit. Almeida (2009), André (2008, 2009), Liberali (2014) and Placco (2015) regarding the pedagogical coordinator's function in the continuous education carried out in a critical and reflexive way and Freire (2016) with the perspective of a freeing education and dialogicity. The continuous education in use by the coordinator is a social activity, therefore collective, which requires participation and accountability of all the involved, in a collaborative and dialogical web and in the perspective of a critical education. The research assumes the education of in-service teachers as an activity with the potential of transforming crystallized social historical conditions as well as the prescriptive and vertical education, focused on the former's image. With this work I hope to add to the deepening of the reflection towards the teacher's continuous education, notably in the Hours of Collective Pedagogical Work (HTPC), on the perspective that this formative space may become critical and collaborative, taking the demands and context of each school and acting faculty in consideration. Thus, I present in the end of the study a proposal of education that involves all the professionals acting with the teaching education in the Education's Municipal Secretariat of Peruíbe-SP, based on the concept of Creative Chain proposed by Liberali (2010, 2011)