Professores iniciantes no exercício da coordenação pedagógica em Mato Grosso : por entre nós e laços

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Andreia Cristiane de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Professores iniciantes; Coordenação pedagógica; Formação continuada; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Beginner teachers; Pedagogical coordination; Continuing teacher education
• Link de acesso: http://ri.ufmt.br/handle/1/3847

The current study is linked to the Graduate Program in Education of Social and Human Sciences Institute of the Federal University of Mato Grosso, university campus of Rondonópolis (PPGEdu/UFMT/CUR), in the line of research Teachers ́ Education and Educational Public Policies. It is inserted in the research group called InvestigAção, in which the Observatory of Education (OBEDUC) was bounded until 2017, remaining, however, their educational actions up to the present days, whereby beginner teachers and experienced ones from the public schools, Pedagogy undergraduates and Master degree students in Education PPGEdu/UFMT participate. The aim of this research is to investigate the beginner teacher in the pedagogical coordinator ́s function in the public schools in Rondonópolis city. Therefore, we present the following inquires: which education subsidize the beginner teacher in confronting dilemmas, challenges and expectations that appear when acting as pedagogical coordinator? What profile the coordinators active in the teaching network in the sense of assisting the challenge of the duty should present. The research is based on the qualitative approach, and five pedagogical coordinators were selected as participants, as they fulfill the beginner teacher requirements considering the five first year of teaching, and that work in the basic education of the municipal and state system of Rondonópolis, city in the interior of Mato Grosso. We adopt as procedure and instrument of data collection the document analysis, narrative interviews and the observation of the educational moments of which the pedagogical coordinators selected for the investigation participated. The results manifested that the biggest challenge faced by the beginner teachers who actuate in the pedagogical coordination consists of the operationalization of the institutional demands from the education network, which are linked, the bureaucratization that involve the teacher ́s function, as well as the collectivity organization, founded in the relational aspects. The results revealed that the major challenge faced by the beginner teachers that work in the pedagogical coordination consist of operationalizing the institutional demands from the educational system, which they are related to, the bureaucratization that involves their function, as well as collective organization founded in the relational aspects. In additional, the research demonstrated that the education offered to these coordinators by the public schools network do not assist their educational needs, which was demonstrated by the distance between the diagnostic done and the educational.