Currículo da cidade – educação infantil e a formação dos coordenadores pedagógicos na rede municipal de ensino de São Paulo: divergências e convergências

• Ano de defesa: 2023
• Autor(a) principal: Lima, Luana Lodi
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de , Bioto, Patrícia Aparecida , Rossi, Fernanda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: política pública educacional; formação continuada; currículo da cidade – educação infantil; coordenação pedagógica; DRE Campo Limpo
• Palavras-chave em Inglês: educational public policy; continuing education; curriculum of the city - early childhood education; pedagogical coordination; DRE Campo Limpo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3255

The object of study of this research is the continuing education of the Pedagogical Coordinator (PC) of Early Childhood Education in the direct units of the Municipality of São Paulo, specifically in the Regional Directorate of Campo Limpo (DRE-CL). Our general objective is to analyze the conceptions that these coordinators have about the guiding principles of continuing education policies, developed by the Municipal Education Secretariat (SMESP), in order to implement the Curriculum of the City - Early Childhood Education. We present as specific objectives: a) to identify the conceptions and guiding principles of continuing education policies defined by SMESP in official documents produced in the process of implementing the Curriculum of the City; b) to demonstrate if there is a relationship between the conceptions and principles presented by SMESP and the conceptions that the pedagogical coordinators have of the Curriculum of the City; c) to analyze if the pedagogical principles and foundations present in the Curriculum of the City for Early Childhood Education are articulated with the development of educational policies for the training of trainers/pedagogical coordinators. Initially, a bibliographical review was conducted on the role of the Pedagogical Coordinator in Early Childhood Education and their leadership practice as a teacher trainer in Educational Units. The documentary research addressed the Curriculum of the City - Early Childhood Education (2019), the Didactic Guidelines of the Curriculum of the City: Pedagogical Coordination - Elementary Education (2019), and the current legislation on the duties of the position. Initially, a questionnaire was applied, composed of closed and open questions, to outline the profile of the coordinators who work in Early Childhood Education in the territory. In the second stage, we opted for the focus group technique for data collection, which allowed us to better understand the conceptions that trainers have of the continuing education policies offered by the Secretariat, specifically with regard to actions aimed at implementing the Curriculum of the City - Early Childhood Education. Upon analyzing the obtained data, we decided to continue the research only with the effective coordinators, that is, those who work in the direct units, as we noticed numerous discrepancies between the training and work conditions in relation to partner units. We concluded that the perception of Pedagogical Coordinators about continuing education policies for the implementation of the Curriculum of the City presents important points, such as the relevance and coherence that the document represents in child development, the contribution of training to the development of work in Units, the network conception, among other aspects that will be detailed throughout this text. However, it is evident that the Secretariat should invest in training that dialogues with the territory and elaborates solutions for issues related to HR, infrastructure, and training schedules in Units that include all teachers, including those who are contracted.