A formação participativa como itinerário metodológico do coordenador pedagógico para implementação de inovações

• Ano de defesa: 2016
• Autor(a) principal: Santos, Alcielle dos
• Orientador(a): Placco, Vera Maria Nigro de Souza
• 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: Coordenação pedagógica; Plano de formação; Formação participativa
• Palavras-chave em Inglês: Pedagogical coordination; Training plan; Participatory training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10268

Teacher training appears as a fundamental task of the Pedagogical Coordinator (PC). However, the priority that will establish among the range of responsibilities absorbed such as its tasks and the organization of formative moments may be quite diverse. It is proposed, in this paper, identify the methodological itinerary of PC, as manager of the training process at school, in particular in relation to annual planning of teacher training. Thus, this research aims to defining how to consider the classroom practices in participatory construction of teacher training plan, in order to intervene in these same practices, implementing innovations. It also aims to examine to what extent the work of the group enables the professional development of the teacher. The construction of the school training plan was analyzed by observing how teachers participation spaces are created, in the PC agenda, as well as what are the interests and needs resulting from groups of each segment. The observation includes what types of knowledge are presented in the formative agenda. The research adopts the qualitative approach as the study of collaborative and participatory intervention. The subjects of the research are four coordinators of Elementary School and High School and 6 teachers of these segments at a private school in Santos, Sao Paulo. The processes of analysis of training plans, records made in pedagogical meetings and interviews, were conducted. As concepts and theoretical frameworks that supported this analysis, priority was: Beuret (participation), Dubar (identity and belonging), Freire (thematic research), Marcelo (teacher training), Placco and Placco & Souza (the role of the pedagogical coordinator and training of adult teacher), Tardif (teaching knowledge), among others. Data analysis in the light of theoretical references, runs through a concrete proposal for the teacher education planning process, coordinated by PC, to be a participatory event. As a result, it was observed there are different understandings about the concept of participation between coordinators and teachers of these segments - Elementary School and High School, and the applying of different strategies, when training proposals are set. It was observed that the methodological itinerary adopted by PCs allowed the training curriculum includes difficulties found by teachers in their classrooms and what changes and innovations started to be taken back to the same classrooms.Participatory methodology at management level enabled the implementation of an authoring cycle that also provided professional development for teachers and PCs, as trainers, as long as the participatory management training has brought an interactive environment, in a cycle that includes all subjects before the horizontalization of functions are maintained, but that arise in cooperation