Cooperação entre professores : um estudo descritivo em quatro escolas públicas da rede municipal de Lagarto-Sergipe

• Ano de defesa: 2019
• Autor(a) principal: Silva, Aila Santana de Amorim
• Orientador(a): Schmitz, Heike
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação básica; Professores; Atitudes; Cooperação institucional; Metodologia de ensino; Lagarto (SE)
• Palavras-chave em Inglês: Cooperation; Teacher; Basic education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11966

This study aims to describe the favorable conditions for cooperation between teachers at school level. Teacher cooperation is seen as a strategy for increasing school effectiveness and efficiency, based on the assumption that the isolated performance of education professionals offers fewer opportunities for student-oriented coaching. Therefore, it is hoped, through cooperation, to compensate for division in the school years and to align practitioners' efforts to achieve (collectively) pre-established learning goals. Cooperation between teachers is necessary in the face of proposals such as continuous progression, inclusion of students with disabilities etc. Research shows that the teacher continues to work in isolation. This created the concern to know the favorable conditions for professional cooperation between teachers to be established. Specifically, it is proposed to identify the reasons for (non) cooperation of teachers in the school environment; systematize the cooperative action of teachers; and identify favorable conditions for cooperation between school teachers. For this, a descriptive research is conducted in four schools in the city of Lagarto-Sergipe, two rural and two urban. Semi-open questionnaires were applied to all teachers and interviews were conducted with the pedagogical coordination. Data regarding the identification of collective work were analyzed according to a Hargreaves typology (1998 apud BOY, 2011) and grouped according to the differentiation of teams and work groups, according to Robbins (2004). It was found that in most cases of cooperative work identified, it is group work. Compared to urban schools, rural schools have more cooperation in the elaboration of the Pedagogical Political Projects and the information is more accessible to all. Rural school teachers were more likely to cooperate with peers than urban school teachers. The data collected is expected to contribute to the updating of knowledge about them.