Planejamento e rotina na creche: atua????o da equipe gestora e de professoras para mudan??as nas pr??ticas educacionais

• Ano de defesa: 2016
• Autor(a) principal: Pereira, Sandra Aparecida do Prado
• Orientador(a): Vercelli, Ligia de Carvalho Ab??es
• Banca de defesa: Vercelli, Ligia de Carvalho Ab??es , Taveira, Adriano Salmar Nogueira , Giovanni, Luciana Maria , Haas, Celia Maria , Roggero, Rosemary
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: educa????o infantil; forma????o continuada de professoras; creche; planejamento e rotina; gest??o escolar
• Palavras-chave em Inglês: childhood education; continuing formation of teachers; daycare; planning and routine; school management
• Palavras-chave em Espanhol: educaci??n infantil; formaci??n continuada de profesoras; guarder??a; planeamiento y rutina; gesti??n escolar
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1541

This research has as general objective the analysis of the planning and the routine on the practices of the management team and the teachers of a daycare located in the city of Santo Andr?? (SP). The specific objectives are: to identify which are the management team members and the teachers??? conceptions and the practices that are constituted in the planning and in the routine of a daycare; to verify how the management team??s intervention is implemented, not only at the space of the teachers??? continuing in-service formation, but also outside it, in the monitoring process of the daycare planning and routine; to analyze the changes??? degree of impact (if accomplished or not) on the management team and the teachers??? practices when related to the process of reflection of the daycare planning and routine. The universe of the research is a daycare of the Santo Andr?? City???s Municipal Education System, in Greater S??o Paulo???s ABC region, with the participants being the ten teachers that work with kids from 0 to 3 years old, the principal/researcher and the pedagogical assistant. About the focus of the qualitative research, the intervention-research covers the following proceedings of data collection: I. documental analysis of the daycare???s political-pedagogical project, of the management team???s formation plan, of the teacher???s weekly; II. Semi-structured questionnaire with the ten teachers surveyed; III. Observation of the teachers??? practices with the children, trough records in the researcher???s field diary, and video recording of the activities accomplished during the routine, using the weekly planning as basis; IV. Reflective analysis of the video recordings between the researcher and the teachers; V. Register of dialogues performed individually with the teachers; VI. Audio recorded register between the principal and the pedagogical assistant for the evaluation of the pair??s actuation during the research process concerning the practices developed; VII. Audio recording of the formation meetings with the teaching staff during the working hours, with the researcher??s participation, regarding reflections concerning the planning and the routine, as well as the process of continuous formation; VIII. Interview with the Childhood Education and the Elementary Education department??s principal; IX. Rounds of conversation with the teaching staff; X. Monitoring of the organizing meetings about the teacher??s work; XI. Encounters during the weekly pedagogical meetings for feedbacks. For the treatment of the data the information collected was systematized, both through documental analysis and the field diary, in addition to the transcription of the audio recordings for the analysis of the content, pursuant Bardin (2011). Studies about the planning and routine (BARBOSA, 2009; OSTETTO, 2015; REDIN, 2013); in the sphere of the childhood education (CAMPOS, 2011; KUHLMANN JUNIOR, 1998; ROSEMBERG, 1992), and in the sphere of management and teacher??s formation (FREIRE, 1996; LIB??NEO, 2013; PIMENTA, 1997; TARDIF, 2002; N??VOA, 1992; VASCONCELLOS, 2009), are theoretical references for the development of this investigation. As results, it was found that: there are different conceptions of planning in the teachers??? group, what is showed in large proportion as a bureaucratic instrument, the management team???s intervention still needs to be intensified concerning the subject, mainly with a work of continuous formation in the working hours that allows the continuity of the discussion on the subject: planning and routine; the socialization of the registers performed by the principal/researcher, as well as the individual and collective conversations about the planning-routine contributed to the group??s process of reflection, and favored the establishment of trustworthy relationships between the teachers??? group and the direction.