Coordenação pedagógica na rede municipal de Alegrete-RS: diálogos auto(trans)formativos na formação permanente

• Ano de defesa: 2023
• Autor(a) principal: Dorneles, Idalizia Barcelos Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Políticas públicas; Formação de professores; Gestão escolar; Coordenação pedagógica; Desenvolvimento profissional; Círculos dialógicos; Public policies; Training of coordinators; School management; Pedagogical coordination; Professional development; Dialogic circles; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/31350

This research was developed within the scope of the Postgraduate Program in Education (PPPG), Professional Master's Course, at the Federal University of Santa Maria (UFSM), in line LP1 (Policies and Management of Basic and Higher Education), in dialogue with the REDES/CNPq-UFSM Group, entitled Pedagogical Coordination in the Municipal Network of Alegrete-RS: Self(trans)formative Dialogues in Ongoing Training. This study addresses the theme of ongoing training for educational management in the search for an answer to the problem that constitutes the general objective of the research: how to build self-(trans)formative processes with the pedagogical coordination of elementary schools from Alegrete-RS to from reflective-problematizing dialogue? This, in turn, unfolds into the following specific objectives: building the state of knowledge from the perspective of pedagogical coordination; understand the theoretical and legal frameworks of pedagogical coordination in the school context; promote dialogical circles with pedagogical coordination from the perspective of reflective-problematizing dialogue; understand the role of pedagogical coordination in elementary schools in the municipal network of Alegrete and its contributions, as trainers and self-(trans)formers, in the school management process, through an online questionnaire, with pedagogical coordination and collective construction by through dialogical circles with co-authors. The research is based on a qualitative approach, with an epistemological perspective mediated by the proposal of self-(trans)formative investigative dialogical circles. The theoretical framework was organized based on the authors: Freire (1987-1989-1991- 1996), Josso (2004), Luck (2011), Placco (2015), Ferreira (2007), Abrahão (2006), Imbernón (2009), Tardif (2014) and Vasconcellos (2019). Data analysis was carried out using Gadamer's hermeneutics (1997), carried out with the co-authors who are from the pedagogical coordination of the municipal public network of Alegrete-RS. As results of the research, the implementation of five meetings of dialogical circles, in which an average of eleven co-authors participated, building reflections that resulted in generating themes: Identity and Professional Autonomy, Emerging Dialogue between peers, External and Internal Training, Quality Time, Analysis and Record of Practice and Professional Overload, with the purpose of bringing collective critical thinking to the center of the debate, as a way of building ongoing training. Through reflections, the research product was constructed, Parameters for a permanent formation of pedagogical coordination, a proposal that will be forwarded to the Secretariat of Education, Culture, Sports and Leisure of Alegrete/RS, with the objective of continuity in the dialogical process- reflective as permanent formation of pedagogical coordination.