O coordenador pedagógico e os ambientes virtuais de aprendizagem: um espaço para a formação de professores

• Ano de defesa: 2015
• Autor(a) principal: Silva, Daniel Moreira da
• Orientador(a): Carlini, Alda Luiza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Ambiente Virtual de Aprendizagem; Formação continuada de professores; Coordenação pedagógica
• Palavras-chave em Inglês: Virtual learning environment; Continuous formation of teachers; Pedagogical coordination
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10256

The use of virtual tools of learning, by education professionals, has been expanded, in both initial and continual formation. Due to this fact, the aim of the present work was to present the virtual learning environment as a mechanism for continuous formation process, which usually occurs in pedagogical meetings at school. The main objective was to investigate forms of appropriation of the virtual learning environment by pedagogical coordinators for continual formation of teachers. The specific objectives were to describe the historical and legislative context and the functions of the pedagogical coordinators in public schools, particularly in São Paulo; characterize the virtual learning environment Moodle and its contribution for continual formation of teachers; promote a continuous formation, by pedagogical coordinators, of the virtual environment Moodle; analyze proposes of Moodle use made by pedagogical coordinators. The work, of qualitative nature, was based on literature research as well as in case study from a curse of continuous formation for pedagogical coordinators, aiming the familiarization with the virtual learning environment (Moodle) as a tool for further development of pedagogical coordinators activities. In the curse, the participants were invited to develop a continuous formation proposal based on their school reality. The analysis of the proposals indicated the recommendations for the pedagogical coordinators, relatively to the organization of reflexives actions in the continuous formation courses, based on virtual learning experiences