Atuação da coordenação pedagógica de escolas municipais de São Paulo no período pós pandêmico

• Ano de defesa: 2025
• Autor(a) principal: Saad, Luísa Fleury Camargo
• Orientador(a): Ronca, Antonio Carlos Caruso
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: COVID-19 e recomposição das aprendizagens; Ensino Fundamental
• Palavras-chave em Inglês: COVID – 19 and recomposition of learning; Elementary School
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/44225

This study aims to address the impact of the COVID-19 pandemic on public education in the city of São Paulo, focusing on the work of Pedagogical Coordinators in schools affiliated with the Pirituba/Jaraguá Education Board. Semi-structured interviews were conducted with the Pedagogical Coordinators of the school units that report to the Pirituba/Jaraguá Education Board - an administrative unit responsible for coordinating and monitoring public policies related to education in the educational units in its area of operation. Thus, this research aimed to analyze the work of the pedagogical coordinators and identify the learning gaps caused by the emergency remote teaching in the pandemic. To analyze the data from the interviews conducted, we used the Content Analysis approach. Based on the interviewees' reports, we were able to identify that student learning was negatively impacted in the period from 2020 to 2021 due to some factors, such as: 1) Lack of technological resources; 2) Moving to another city; and 3) Lack of structure to attend classes. The reports also indicated pedagogical gaps and the need to adjust the school curriculum, focusing on working on the school routine, because there was a loss of meaning in attending school and a break in the bond with the school community. Finally, we found that, on the one hand, the Pedagogical Coordinators were committed to the quality of teaching in public education; however, on the other hand, there was very little support from the City of São Paulo during the period of emergency remote teaching and school return