O coordenador pedagógico enquanto gestor educacional : delimitando funções, marcando fronteiras

• Ano de defesa: 2012
• Autor(a) principal: Gräf, Sandra Maria Diell
• Orientador(a): Esquinsani, Rosimar Serena Siqueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• Palavras-chave em Português: Escolas - Organização e administração; Administradores escolares
• Palavras-chave em Inglês: School administrators; School management and organization
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL
• Link de acesso: http://10.0.217.128:8080/jspui/handle/tede/733

This study discusses the role of an educational coordinator in the school management environment and it makes a theoretical and an empirical analogy involving a self-reflection about their role and their concern towards uncertainties of their function; due to the fact that these assignments are many times confusing and somewhat "shaded". An investigation about the attributions of this professional s role in the school is done, through theoretical readings, in order to verify this practice. For that, this work refers to the study of many authors who analyzed in their researches the historical pathway of an educational coordinator; and amongthose authors consulted are - Saviani (2010), Aranha (2006), and Romanelli (2010). In the first chapter, it is discussed the pathway of the academic advisor in their very different historical and political contexts, as well as their role in the educational process. The second chapter introduces the bibliographic references that contribute to a discussion of the practice of the educational coordinator, and other characters, in the school management environment. Moreover, it is analyzed the reports from various educational coordinators in their different realities which express their anxieties, dissatisfaction, and lack of definition of the functions they are supposed to play in their roles. In the third chapter, it is presented a quantitative and qualitative empirical research which was done with the educational coordinators from the State s Public Schools of the 17th Coordination of Santa Rosa s town, in the State of Rio Grande do Sul. This work provides a reflection about the assignments of educational coordinators in the educational process; besides, it provides a meaningful analysis of the relationship between theory and practice within the school management