Gestão pedagógica na educação infantil de tempo integral: desafios e possibilidades de planejamento compartilhado

• Ano de defesa: 2017
• Autor(a) principal: Couto, Gislaine Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Educação infantil; Gestão pedagógica; Tempo integral; Planejamento compartilhado; Elementary school; Pedagogical management; Integral time; Shared planning; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/14810

This dissertation is part of Research Line (PL1) – Políticas e Gestão da Educação Básica of Professional Master Course in Políticas Públicas and Gestão Educacional of Universidade Federal de Santa Maria and has as theme the management, the child Education and planning. The objective is to analyze the shared planning in Elementary School in all time, of a private school in city of Santa Maria/RS in which I act, having as subjects the teachers, the monitors, the auxiliaries and the trainees. The search is of qualitative aspect (MINAYO, 2009), with the method of study of case and it used the Research of Pedagogical Intervention kind (DAMIANI et al.,2013) that has two steps: a) the intervention and, after b) the evaluation of itself, being the intervention a process of formation in round about the planning of Elementary School. It was produced a diagnostic research with the production of data through questionnaires to teachers, monitors, auxiliaries and trainees and, semi structured interviews with the direction team. The analyzed data, through the content analyses (TRIVIÑOS, 1987; 2010; FRANCO, 2008), they were the base to the construction of the intervention that happened by a round of formation (WARSCHAUER, 1993; 2001). The theoretical fundaments were organized through the themes: Planning (LIBÂNEO, 2008; OSTETTO, 2000; 2008; REDIN, 2013); Elementary School of full time (PARO et al., 1988; ARAÚJO et al., 2015); Elementary School: (OLIVEIRA, 2011; FLORES; MELLO, 2012) and official national documents. The analyses of content reveal the following categories: pedagogical planning; pedagogical meeting; relation among professionals and elementary school of full time, which permeate the analyses of intervention in the round of formation and its evaluation. The final of this research/intervention obtained as results that the collective planning, with the participations of Teachers, monitors, auxiliaries and trainees do not happen during the search. It is conclude that it is not enough to point problems and, yes possible solutions, and that it is necessary individual and collective investment to the changes happen (in practice).Then, there is the following challenges and possibilities to the shared planning in the institution: „a) dedicate time to the thematic in school calendar; b) offer more two hours in time of professional work that act in school with other nomination of the function that is not the teacher for the collective planning happens; c) investments in service formation (human resources and material); and mainly: d) it is necessary a change of mind of managers that the formation will qualify the offered service in the institution for being a investment in the professional working in the school for a long time.