O coordenador pedagógico como agente de mudanças na prática docente
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
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: |
Faculdade de Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/20469 |
Resumo: | This research aims to analyze the actions that the Pedagogical Coordinator, also known as CP, develops in their training processes, making it possible to be an agent of changes in the teaching practice. Three questions guide the study: How should CP deal with teachers' feelings about change? How can new conceptions, based on practice reflection, be mediated by this professional? And how can a CP be an agent of changes in the teaching practice? The theoretical framework addresses the role of Pedagogical Coordination and the vision of School as a transformation environment. It is based on the researches and studies of Placco, Almeida and Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009) and Fullan and Hargreaves (2000). The methodology adopted was the qualitative approach, through methodological procedures of semi-structured interview and documentary analysis. It was interviewed four Pedagogical Coordinators and four teachers of the Municipal School System, who work in Children Education Schools in the East zone of São Paulo. The analysis of data constructed in the interviews contemplates the perspective of the Pedagogical Coordinators and the teachers, which is organized into five categories: conceptions, training, interpersonal and professional relations, knowledge of the professional identity and resistance as a working tool. As a result, the research indicates the Pedagogical Coordinator as an agent of change and the importance of the relation of his work and his actions to the pedagogical practice. In this process of change, the interpersonal relationships are fundamental for the construction of CP´s actions, having a role of facilitator or obstructer. The Pedagogical Coordinator uses the resistances, which are always present in his path, as a working tool for reflection of the teaching action. Continuous in-service training is evidenced as a permanent environment for reflection and significance in the teacher's action with the students, contributing to the integration of theoretical and practical knowledge through different training strategies and instruments. Thus, the research reveals the importance of CP´s work, in partnership with school directors and teachers, in the construction of necessary changes for the transformation of the school context based on the qualification of pedagogical practices |
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Sanches, Emília Maria Bezerra Cipriano CastroOliveira, Elisangela Carmo de2017-10-04T11:04:12Z2017-09-15Oliveira, Elisangela Carmo de. O coordenador pedagógico como agente de mudanças na prática docente. 2017. 150 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/20469This research aims to analyze the actions that the Pedagogical Coordinator, also known as CP, develops in their training processes, making it possible to be an agent of changes in the teaching practice. Three questions guide the study: How should CP deal with teachers' feelings about change? How can new conceptions, based on practice reflection, be mediated by this professional? And how can a CP be an agent of changes in the teaching practice? The theoretical framework addresses the role of Pedagogical Coordination and the vision of School as a transformation environment. It is based on the researches and studies of Placco, Almeida and Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009) and Fullan and Hargreaves (2000). The methodology adopted was the qualitative approach, through methodological procedures of semi-structured interview and documentary analysis. It was interviewed four Pedagogical Coordinators and four teachers of the Municipal School System, who work in Children Education Schools in the East zone of São Paulo. The analysis of data constructed in the interviews contemplates the perspective of the Pedagogical Coordinators and the teachers, which is organized into five categories: conceptions, training, interpersonal and professional relations, knowledge of the professional identity and resistance as a working tool. As a result, the research indicates the Pedagogical Coordinator as an agent of change and the importance of the relation of his work and his actions to the pedagogical practice. In this process of change, the interpersonal relationships are fundamental for the construction of CP´s actions, having a role of facilitator or obstructer. The Pedagogical Coordinator uses the resistances, which are always present in his path, as a working tool for reflection of the teaching action. Continuous in-service training is evidenced as a permanent environment for reflection and significance in the teacher's action with the students, contributing to the integration of theoretical and practical knowledge through different training strategies and instruments. Thus, the research reveals the importance of CP´s work, in partnership with school directors and teachers, in the construction of necessary changes for the transformation of the school context based on the qualification of pedagogical practicesEsta pesquisa tem como objetivo analisar as ações que o Coordenador Pedagógico desenvolve em seus processos formativos possibilitando-o ser um agente de mudanças na prática docente. As questões norteadoras desse estudo são: como o CP deve lidar com os sentimentos dos professores em relação às mudanças? Como a implantação de novas concepções, pautadas na reflexão sobre a prática, podem ser mediadas por este profissional? E como este CP pode ser um agente de mudança na prática docente? O referencial teórico está fundamentado em autores que abordam o papel da Coordenação Pedagógica e, principalmente, a visão de Escola como espaço de transformação: Placco, Almeida e Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009), e Fullan e Hargreaves (2000). A metodologia assumida foi a abordagem qualitativa, por meio dos procedimentos metodológicos de entrevista semiestruturada e análise documental. Os sujeitos participantes são quatro Coordenadoras Pedagógicas e quatro professoras da Rede Pública Municipal em Escolas de Educação Infantil, na zona Leste de São Paulo. A análise dos dados construídos nas entrevistas contempla a ótica das Coordenadoras Pedagógicas e das professoras e foi organizada de forma a possibilitar a construção de cinco categorias de análise: concepções, formação, relações interpessoais e profissionais, saberes da Identidade Docente e resistência como instrumento de trabalho. Como resultados, a pesquisa aponta o Coordenador Pedagógico como um agente de mudanças e a importância da relação do seu ofício e dos seus fazeres com a prática pedagógica. E nesse processo de mudanças, as relações interpessoais são fundamentais para a construção das ações do CP, tendo o papel de facilitador ou dificultador. Este profissional utiliza as resistências, que estão sempre presentes em seu caminho, como um instrumento de trabalho de reflexão da ação docente. Evidencia-se a formação continuada em serviço como um espaço permanente de reflexão e de significabilidade na ação do professor junto aos seus educandos, contribuindo para a integração de conhecimentos teóricos e práticos, por meio de diferentes estratégias e instrumentos formativos. Assim, a pesquisa revela a importância do trabalho do CP em parceria com gestores e professores na construção das mudanças necessárias para a transformação do contexto escolar a partir da qualificação das práticas pedagógicasapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/43522/Elisangela%20Carmo%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCoordenadores educacionaisEducação permanentePrática de ensinoPedagogical coordinatorPermanent educationTeaching practiceCNPQ::CIENCIAS HUMANAS::EDUCACAOO coordenador pedagógico como agente de mudanças na prática docenteThe pedagogical coordinator as an agent of changes in the teaching practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTElisangela Carmo de Oliveira.pdf.txtElisangela Carmo de Oliveira.pdf.txtExtracted texttext/plain318204https://repositorio.pucsp.br/xmlui/bitstream/handle/20469/4/Elisangela%20Carmo%20de%20Oliveira.pdf.txtf78b2f03e73a687bc0ffd80b0f6b62efMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O coordenador pedagógico como agente de mudanças na prática docente |
dc.title.alternative.eng.fl_str_mv |
The pedagogical coordinator as an agent of changes in the teaching practice |
title |
O coordenador pedagógico como agente de mudanças na prática docente |
spellingShingle |
O coordenador pedagógico como agente de mudanças na prática docente Oliveira, Elisangela Carmo de Coordenadores educacionais Educação permanente Prática de ensino Pedagogical coordinator Permanent education Teaching practice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O coordenador pedagógico como agente de mudanças na prática docente |
title_full |
O coordenador pedagógico como agente de mudanças na prática docente |
title_fullStr |
O coordenador pedagógico como agente de mudanças na prática docente |
title_full_unstemmed |
O coordenador pedagógico como agente de mudanças na prática docente |
title_sort |
O coordenador pedagógico como agente de mudanças na prática docente |
author |
Oliveira, Elisangela Carmo de |
author_facet |
Oliveira, Elisangela Carmo de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.contributor.author.fl_str_mv |
Oliveira, Elisangela Carmo de |
contributor_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.subject.por.fl_str_mv |
Coordenadores educacionais Educação permanente Prática de ensino |
topic |
Coordenadores educacionais Educação permanente Prática de ensino Pedagogical coordinator Permanent education Teaching practice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Pedagogical coordinator Permanent education Teaching practice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to analyze the actions that the Pedagogical Coordinator, also known as CP, develops in their training processes, making it possible to be an agent of changes in the teaching practice. Three questions guide the study: How should CP deal with teachers' feelings about change? How can new conceptions, based on practice reflection, be mediated by this professional? And how can a CP be an agent of changes in the teaching practice? The theoretical framework addresses the role of Pedagogical Coordination and the vision of School as a transformation environment. It is based on the researches and studies of Placco, Almeida and Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009) and Fullan and Hargreaves (2000). The methodology adopted was the qualitative approach, through methodological procedures of semi-structured interview and documentary analysis. It was interviewed four Pedagogical Coordinators and four teachers of the Municipal School System, who work in Children Education Schools in the East zone of São Paulo. The analysis of data constructed in the interviews contemplates the perspective of the Pedagogical Coordinators and the teachers, which is organized into five categories: conceptions, training, interpersonal and professional relations, knowledge of the professional identity and resistance as a working tool. As a result, the research indicates the Pedagogical Coordinator as an agent of change and the importance of the relation of his work and his actions to the pedagogical practice. In this process of change, the interpersonal relationships are fundamental for the construction of CP´s actions, having a role of facilitator or obstructer. The Pedagogical Coordinator uses the resistances, which are always present in his path, as a working tool for reflection of the teaching action. Continuous in-service training is evidenced as a permanent environment for reflection and significance in the teacher's action with the students, contributing to the integration of theoretical and practical knowledge through different training strategies and instruments. Thus, the research reveals the importance of CP´s work, in partnership with school directors and teachers, in the construction of necessary changes for the transformation of the school context based on the qualification of pedagogical practices |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-10-04T11:04:12Z |
dc.date.issued.fl_str_mv |
2017-09-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Elisangela Carmo de. O coordenador pedagógico como agente de mudanças na prática docente. 2017. 150 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20469 |
identifier_str_mv |
Oliveira, Elisangela Carmo de. O coordenador pedagógico como agente de mudanças na prática docente. 2017. 150 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
url |
https://tede2.pucsp.br/handle/handle/20469 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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