Ser professor coordenador pedagógico: sobre o trabalho docente e sua autonomia.

• Ano de defesa: 2007
• Autor(a) principal: Samara Carla Lopes Guerra de Araujo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Trabalho docente; Professor coordenador pedagógico; Escola plural; Gestão escolar; Organização escolar; Profissionalidade; Autonomia; Educação; Professores Formação; Pratica de ensino
• Link de acesso: http://hdl.handle.net/1843/HJPB-7CLGWM

The educational reforms occurred in the 1990ís determined some transformations in he school organization that were oriented by an emphasis in the collective work and in the participation of the community in the school management. Those transformations resulted in new demands and functions for the educational workers. The work of teachers started to enclose, since then, a set of activities that extend beyond the classroom, what has brough epercussions in the professional identity of those workers. It is realized that, while the schoo tself reorganizes and takes decisions considered more democratic and participatory, i ncorporates new functions and responsibilities for the educational workers. This work investigates the transformations occurred in the management and in the chool organization in the last decades and the consequences for the identity and the educational profession, analyzing the emergency of a new function of the Pedagogica Coordinating Teacher in the so called Escola Plural (Plural School) Political-pedagogica Project of the Municipal Net of Education of Belo Horizonte. It will be analyzed here the conditions and the restrictions of the professionalism in education, as well the proletarianization of the teachers with the intention of understanding professionality as a quality of professional practice, defining autonomy as educative quality of the teaching work and not as professional quality. It was adopted a qualitative research which was carried out in two stages. The firs consisted of a bibliographical revision, with the objective of seeking for a theoretical basis fo he study. The second was composed of the collecting and analysis of data, the same one carried out in two different schools, and also the observation and characterization of those chools and semi-structured interviews with four Pedagogical Coordinating Teachers, seeking o understand the action, the practices and the relation of those professionals with their peers.