A coordenação pegagógica: do imaginário dos alunos do curso de pedagogia da UFMG á atuação deste profissional

• Ano de defesa: 2010
• Autor(a) principal: Debora Maria Rodrigues Cantaruti de Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação do coordenador pedagógico; Atuação do coordenador pedagógico; Pedagogia; Ensino; Educação; Escolas Organização e administração; Professores Formação
• Link de acesso: http://hdl.handle.net/1843/BUOS-8E6M9J

This research discusses the process of formation of the academic advisor, as well as his professional role. There had been interviewed seven senior students of the Faculty of Education in 2009, at Federal University of Minas Gerais and four teachers from Further Training program, then called "Educational Management and Educational Coordination". Apart from these subjects, there had been analyzed ten internships reports from students enrolled in the discipline Tutored Internship in Educational Management and Educational Coordination, subject of the curricular grade of the Further Training program mentioned. From reading the interviews we could know some of the Faculty of Education studentsperceptions about what is to be teaching coordinator, impressions those which thins with issues such as: professional motivations, expectations regarding the degrees course in Education, contributions to the work of teaching coordinator, among other relevant issues. Facing these statements and the internships reports it was possible to associate the imaginary of the Pedagogys undergraduate students enrolled in the further training program in Educational Management and Educational Coordination to the performance of the academic advisor in general and in the state and municipal schools. We conclude that the ideas expressed by students about the practice and training for teaching coordination depict visions of what is to be a educational coordinator, and these ideas can be understood as concepts that underpin the professional development of each student interviewed.