Portfólio reflexivo, como estratégia formativa, com assistentes pedagógicas do município de Santo André

• Ano de defesa: 2023
• Autor(a) principal: Gava, Tatiane Vanessa Abreu
• Orientador(a): Bioto, Patricia Aparecida
• Banca de defesa: Bioto, Patricia Aparecida , Teixeira, Rosiley Aparecida , Silva, Ana Paula Ferreira da
• 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 Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: formação continuada de professores; portfólio reflexivo; saberes pessoais e profissionais dos professores; coordenador pedagógico
• Palavras-chave em Inglês: continuing education of teachers; reflective portfolio; teachers' personal and professional knowledge; pedagogical coordinator.
• Palavras-chave em Espanhol: ormación continua de docentes; portafolio reflexivo; conocimiento personal y profesional de los docentes; coordinador pedagógico
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3743

The research, linked to the Educational Management Research and Intervention Line (LIPIGES) of the Professional Master's Program in Educational Management and Practices (PROGEPE) of the Nove de Julho University (UNINOVE), has as its object of study the Reflective Portfolio as a training strategy with assistants (nomenclature used in the Santo André network for pedagogical coordinator) of the municipality of Santo André. It was motivated by the following question: The research-training developed with pedagogical assistants (PA), having the reflective portfolio as a training strategy, favors the constitution of the professionals' identity as trainers, collaboration and reflection on the training practices developed with groups of teachers? Its general objective is to develop collaborative research-training with pedagogical assistants based on reflective portfolios. The specific objectives are: a) to promote collaborative training with APs, through the reflective portfolio, in order to provide them with tools for their work as teacher trainers; b) reflect on the role of the pedagogical assistant; c) map and understand the different knowledge of PAs. It was based on the hypothesis that the training formats experienced by the APs throughout their career, excessive demands, including external ones, weaknesses in the training plan for the APs, compromise their performance, distancing them from a reflective and collaborative practice . The research universe consisted of five day care centers in the city of Santo André, and the participants in the collaborative training research were five day care center teaching assistants. Ten meetings were held, organized between presentation of the proposal, individual readings and reflections on the previously selected literature, discussions of the texts and evaluation of the meetings, and, concurrently with this process, reflective portfolios were prepared. The meetings were recorded and later transcribed. The literature studied was by international authors who address themes focused on the curriculum, teacher professional development, teacher training and teacher knowledge. It is a research-training type research, whose central procedure was the reflective portfolio. The work was theoretically developed with the contribution of the following authors who address continuing teacher education, curriculum, professional development and reflective portfolios: Tardif, Lima, Placco, Almeida, Fullan, Hargreaves and Sá-Chaves. The research data come from the analysis of the transcripts of the meetings with the pedagogical assistants and the reflective portfolios. The results obtained reveal the pertinence of collaborative training based on the reflective portfolio, as it is a proposal that values the knowledge of each professional, promotes reflection on practice articulated with theory, through discussions and records, which places APs as researchers and promoters of collaborative training with their work groups, considering here the homology of processes.