Coordenador pedagógico: dilemas na busca por uma formação de si e dos outros

• Ano de defesa: 2016
• Autor(a) principal: Garcia, Gislene
• Orientador(a): Dalbosco, Claudio Almir
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Escolas; Professores; Orientadores educacionais; Transferência de aprendizagem
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br/jspui/handle/tede/1252

This work seeks to reveal the dilemmas encountered by coordinators, to seek the formation of self and others. Part of the thesis that the pedagogical coordinator is the professional responsible for triggering at school, a continuous process of training, and that continued in-service training occurs primarily in spaces intended for educational meetings. Through a narrative of the researcher who is an account of his formative experience of student pedagogical coordinator, you can see the first dilemmas of training of pedagogical coordinator, since these professionals do not require specific training to work in this function. Following, to organize a group discussion with coordinators of the Municipal Education Network, the city of Passo Fundo, notes that in primary education schools, their thesis is not legitimate because the coordinators, participants in the discussion group. They do not take as professionals responsible for continuing in-service training of teachers. Thus, their performances are characterized by a practical pedagogical tarefeira. In the face of such a finding, resorts to the work of Michel Foucault, to try to understand how it is possible to transform the tarefeira pedagogical practice of coordinators in a spiritual or intellectual pedagogical practice? How can you make the moments for ped agogical meetings, a legitimate space for continuing in-service training of teachers? Therefore, we find in the care of itself, a justification for the assumed thesis.