Cenas inéditas da vida das professoras de apoio pedagógico: um estudo da emersão da coordenação em São Bernardo do Campo: 1998 a 2009

• Ano de defesa: 2020
• Autor(a) principal: Freitas, Rubia Armelini De [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Teaching Profession; Teacher Training; History Of Education; Strategies; Profissão Docente; Formação De Professores; História Da Educação; Estratégias
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10252677; https://hdl.handle.net/11600/64839

This research investigates the emergence of the role of teacher of pedagogical support in the Municipal Education Network of São Bernardo do Campo. The investigated period starts in 1998, when municipal law No. 4681, of November 26, 1998 creates the designation for complementary activities (including the role of support teacher) and ends in September 2009 with publication in News from the municipality of the public notice for the competition for the position of pedagogical coordinator. The objective is to understand the beginning of the role of PAP, the main attributions and to investigate the strategies (CERTEAU, 2017) developed by these professionals to forge their place in the educational field (BOURDIEU, 2004). The following questions guided the research: Who is this professional and in what context does she appear? How did the training devices created by the support teachers, based on legal prescriptions, become action strategies when it comes to collective pedagogical work? What are the strategies and tactics developed by these professionals to legitimize the function and organize the fulfillment of those hours? To answer these questions we used as sources: the document Unpublished scenes from the life of a PAP (1998), the official publications of Jornal Notícias do Município (1999 to 2001), the Curriculum Proposal for Early Childhood Education, vol. II notebook 2 (2007), the publication Cadernos de Educação Municipal Validação (2001) that legally and theoretically justified the work of this professional and the personal registration notebooks of a PAP (2003). In addition to the documentary analysis, four interviews were carried out with teachers who were in the position in the period defined above. It is noticed that the teacher of pedagogical support occupied a place in the field that allowed her to develop training strategies with the group of teachers, with visibility through prescriptive publications for this municipal network. The validation process (evaluation of the support teacher by peers) created tensions and ruptures that, although they made the function wreck, constituted a fertile ground for the creation of the position and legitimization of the attributions constituted by this group.