Desenvolvimento profissional de coordenadores pedagógicos em serviço e suas trajetórias formativas

• Ano de defesa: 2024
• Autor(a) principal: Rocha, Ana Lucia
• Orientador(a): Gama, Renata Prenstteter
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Educação - PPGPE
• Palavras-chave em Português: Formação continuada em serviço; Desenvolvimento profissional; Coordenação pedagógica
• Palavras-chave em Inglês: Continuous in-service training; Professional development; Educational coordination
• Palavras-chave em Espanhol: Formación continua en servicio; Desarrollo profesional; Coordinación pedagógica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20676

Continuous in-service training has proven to be an essential practice for the professional development of pedagogical coordinators, as it enables the constant updating of knowledge and skills, as well as the development of new competencies. In this context, the present research aims to understand how pedagogical coordinators perceive their continuous in-service training and its contribution to the development of their daily activities. To this end, a questionnaire was applied to pedagogical coordinators from the SESI-SP network to obtain information about their training experiences, and a discussion group was held to deepen the data collected. The questionnaire and discussion group data were categorized to highlight the most relevant results, describing in detail how they were trained and how this influenced their professional practice. Given our objective, we prioritized the analysis of the sections on performance, training, and profile. In the profile section, the data revealed that the majority of the coordinators have postgraduate degrees and chose courses directly related to educational management. Additionally, the analysis of the responses in the training section showed that most coordinators emphasize the importance of continuous training for pedagogical practice, stating that these trainings provide them with tools to face daily challenges. In the discussion group, the difficulty of reconciling work routines with the need to engage in continuous training was emphasized, highlighting the importance of training that adapts to their time availability and the specific needs of their professional practice. In the performance section, the coordinators pointed out that time management and setting priorities are crucial for the effectiveness in performing their duties. The implementation of organizational strategies and the delegation of tasks were considered essential to improving work efficiency and quality. The most impactful trainings were those that directly aligned with the needs of their daily practice, allowing for the immediate application of acquired knowledge. From the conclusions of this research, it is possible to perceive that, despite challenges such as the adequacy of training to practical needs and time limitations, continuous training is valued for promoting knowledge updating, pedagogical innovation, and strengthening professional identity. As the pedagogical coordinators were profiled, the results point to the effectiveness of adaptive and collaborative strategies, emphasizing the importance of a learning environment that values the sharing of experiences and critical reflection.