Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | https://bibliotecatede.uninove.br/handle/tede/970 |
Resumo: | The main objective of this study on pedagogical coordination in public state schools was the development of a critical reflection on the corresponding daily school practices in order to contribute to broaden the knowledge about this subject matter which has not been much investigated from the perspective of the theoretical and practical challenges historically presented to the coordinating action in public school. The study assumes that pedagogical coordination is an integral part of the set of practices that constitute school management, being defined as the coordination of the collective human effort (PARO, 1986) undertaken in the teaching-learning process, the core of school work. Another assumption of the study is that pedagogical coordination, like every school practice, is a concrete social praxis teleologically oriented. Methodologically, an empirical qualitative study was conduced, combining documental analysis; literature review; observations; and semi-structured interviews with coordinating teacher, principal and teachers of an elementary and high school state public school belonging to the center of S??o Paulo Board of Education. The paper discusses the specific conditions in which the coordinating education practices take place; the redefinition of the responsibilities and expectations of SEE-SP for the teacher coordinator function; the orientation of educational policies in the State of S??o Paulo, focusing on "S??o Paulo faz escola" program and the role of the coordinator teacher in its context; the historical background of the establishment of teaching coordination function in state public schools within the legal standards; and finally it takes a look at this set of data from the theoretical approach that understands the work as an educational principle (Saviani, 1991) and the category labor, in Luk??cs (1981), as an explanatory model of social praxis. There are many limitations and challenges for pedagogical coordination in the state public schools and the discourses about the difficulties and impediments to the achievement of an efficient and effective pedagogical practice by the teacher coordinator appears to be incorporated into the common sense in school, thus, covering the possibility of considering alternatives to transform its reality. Based on the reflection carried out, the study identifies in the coordination of collective human effort the potential of pedagogical coordination to contribute to improve the quality of education and to the universalization of knowledge, ultimate goals of public schools. |
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Russo, Miguel Henriquehttp://lattes.cnpq.br/7842826083109778Almeida, Laurinda Ramalho dehttp://lattes.cnpq.br/5818071827799305Fernandes, Maria Jos?? da Silvahttp://lattes.cnpq.br/7203360175231963Severino, Ant??nio Joaquimhttp://lattes.cnpq.br/4415326563786783Carvalho, Celso do Prado Ferraz dehttp://lattes.cnpq.br/2546257820365753Azzi, Roberta Gurgelhttp://lattes.cnpq.br/4615061799860194290064460841http://lattes.cnpq.br/3184525995894134Silva, Val??ria Andrade2015-05-04T15:11:16Z2015-03-10https://bibliotecatede.uninove.br/handle/tede/970The main objective of this study on pedagogical coordination in public state schools was the development of a critical reflection on the corresponding daily school practices in order to contribute to broaden the knowledge about this subject matter which has not been much investigated from the perspective of the theoretical and practical challenges historically presented to the coordinating action in public school. The study assumes that pedagogical coordination is an integral part of the set of practices that constitute school management, being defined as the coordination of the collective human effort (PARO, 1986) undertaken in the teaching-learning process, the core of school work. Another assumption of the study is that pedagogical coordination, like every school practice, is a concrete social praxis teleologically oriented. Methodologically, an empirical qualitative study was conduced, combining documental analysis; literature review; observations; and semi-structured interviews with coordinating teacher, principal and teachers of an elementary and high school state public school belonging to the center of S??o Paulo Board of Education. The paper discusses the specific conditions in which the coordinating education practices take place; the redefinition of the responsibilities and expectations of SEE-SP for the teacher coordinator function; the orientation of educational policies in the State of S??o Paulo, focusing on "S??o Paulo faz escola" program and the role of the coordinator teacher in its context; the historical background of the establishment of teaching coordination function in state public schools within the legal standards; and finally it takes a look at this set of data from the theoretical approach that understands the work as an educational principle (Saviani, 1991) and the category labor, in Luk??cs (1981), as an explanatory model of social praxis. There are many limitations and challenges for pedagogical coordination in the state public schools and the discourses about the difficulties and impediments to the achievement of an efficient and effective pedagogical practice by the teacher coordinator appears to be incorporated into the common sense in school, thus, covering the possibility of considering alternatives to transform its reality. Based on the reflection carried out, the study identifies in the coordination of collective human effort the potential of pedagogical coordination to contribute to improve the quality of education and to the universalization of knowledge, ultimate goals of public schools.Este estudio sobre la coordinaci??n pedag??gica en la red p??blica estadual tuve como objetivo central desarrollar una reflexi??n cr??tica sobre las correspondientes pr??cticas en el cuotidiano de la escuela con el fin de contribuir para aumentar el conocimiento sobre este objeto a??n poco investigado desde la perspectiva de los desaf??os te??ricos y pr??cticos presentados hist??ricamente a la acci??n de coordinaci??n en la escuela p??blica. El estudio entiende que la coordinaci??n pedag??gica es una parte integral del conjunto de pr??cticas que componen la gesti??n escolar y se puede definirla como la coordinaci??n del esfuerzo humano colectivo (PARO, 1986) ejecutado en la consecuci??n de la ense??anza-aprendizaje, el n??cleo del trabajo de la escuela. Otra presuposici??n del estudio es que la coordinaci??n pedag??gica, como todas las pr??cticas de la escuela, es una praxis social concreta teleol??gicamente orientada. Metodol??gicamente, opt?? por la realizaci??n de un estudio cualitativo emp??rico combinando: an??lisis de documentos; la revisi??n de la literatura; observaciones; y entrevistas semi-estructuradas con el profesor coordinador, director y los maestros de una escuela primaria y secundaria de la red p??blica del estado perteneciente a la Junta de Ense??anza del centro de la capital. El texto discute las condiciones concretas para la objetivaci??n de las pr??cticas de coordinaci??n pedag??gica; la resignificaci??n de las responsabilidades y expectativas de la SEE-SP para la funci??n de profesor coordinador; la orientaci??n de las pol??ticas educativas en el Estado de S??o Paulo, enfocando en el programa "S??o Paulo faz escola" y en el papel del profesor coordinador en su contexto; los antecedentes hist??ricos de la constituci??n de la funci??n de coordinaci??n pedag??gica en la red p??blica estadual en el ??mbito de las normas legales; y, finalmente, echa una mirada a este conjunto de datos a partir de la aproximaci??n te??rica que comprende el trabajo como principio educativo (Saviani, 1991) y la categor??a trabajo, en Luk??cs (1981), como un modelo explicativo de la praxis social. Hay muchas limitaciones y desaf??os para la coordinaci??n pedag??gica en la red p??blica estadual paulista y la charla sobre las dificultades y los obst??culos a la objetivaci??n de una pr??ctica efectivamente pedag??gica, eficaz y eficiente, por el profesor coordinador parece haber incorporado se en el sentido com??n en la escuela encubriendo, por tanto, la posibilidad de considerarse alternativas de transformaci??n de su realidad. Sobre la base de la reflexi??n llevada a cabo, el estudio identifica en la coordinaci??n del esfuerzo humano colectivo las potencialidades de la coordinaci??n pedag??gica contribuir para mejorar la calidad de la educaci??n y para la universalizaci??n de los conocimientos, objetivos ??ltimos de las escuelas p??blicas.Este estudo sobre a coordena????o pedag??gica na rede estadual paulista teve como objetivo central desenvolver uma reflex??o cr??tica sobre as correspondentes pr??ticas no cotidiano da escola de modo a contribuir para aprofundar o conhecimento sobre este objeto de estudo ainda pouco pesquisado na perspectiva dos desafios te??rico-pr??ticos que historicamente se apresentam ?? a????o coordenadora na escola p??blica. O estudo tem como entendimento que a coordena????o pedag??gica ?? parte indissoci??vel do conjunto de pr??ticas que comp??em a gest??o escolar, podendo ser definida como a coordena????o do esfor??o humano coletivo (PARO, 1986) empreendido na consecu????o do ensino-aprendizagem, cerne do trabalho escolar. Outro pressuposto do estudo ?? o de que a coordena????o pedag??gica, como toda pr??tica escolar, constitui uma pr??xis social concreta teleologicamente orientada. Metodologicamente, opta pela condu????o de um estudo emp??rico de natureza qualitativa combinando: a an??lise documental; a revis??o da literatura; observa????es; e, entrevistas semiestruturadas com professor coordenador, diretor e professores de uma escola de ciclo II do Ensino Fundamental e de Ensino M??dio da rede estadual paulista pertencente ?? Diretoria de Ensino Centro, da Capital. O texto discute as condi????es concretas para a objetiva????o das pr??ticas de coordena????o pedag??gica; a ressignifica????o das atribui????es e expectativas da SEE-SP para a fun????o de professor coordenador; o direcionamento das pol??ticas educacionais no Estado de S??o Paulo, focando no programa ???S??o Paulo faz escola??? e no papel atribu??do ao professor coordenador em seu contexto; o percurso hist??rico da constitui????o da fun????o de coordena????o pedag??gica na rede estadual paulista no ??mbito das normas legais; e, por fim, lan??a um olhar para este conjunto de dados a partir do referencial te??rico adotado que entende o trabalho como princ??pio educativo (SAVIANI, 1991) e a categoria trabalho, em Luk??cs (1981), como modelo explicativo da pr??xis social. S??o muitos os limites e desafios para a coordena????o pedag??gica na rede estadual paulista e o discurso sobre as dificuldades e impedimentos para a objetiva????o de uma pr??tica efetivamente pedag??gica, eficaz e eficiente, por parte do professor coordenador parece estar incorporado ao senso comum na escola encobrindo, assim, a possibilidade de se pensar alternativas com vistas ?? transforma????o da sua realidade. Com fundamento na reflex??o realizada, o estudo identifica na coordena????o do esfor??o humano coletivo as potencialidades da coordena????o pedag??gica para contribuir com a melhoria da qualidade do ensino e com a universaliza????o do saber, fins ??ltimos da escola p??blica.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-05-04T15:11:16Z No. of bitstreams: 1 2015 - Valeria Andrade tese final.pdf: 1588070 bytes, checksum: c0f3b8b9648d6007f263335ede9c80db (MD5)Made available in DSpace on 2015-05-04T15:11:16Z (GMT). No. of bitstreams: 1 2015 - Valeria Andrade tese final.pdf: 1588070 bytes, checksum: c0f3b8b9648d6007f263335ede9c80db (MD5) Previous issue date: 2015-03-10application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUninoveBrasilEduca????ocoordena????o pedag??gicaprofessor coordenadortrabalho pedag??gicopr??tica escolarcoordinaci??n pedag??gicaprofesor coordinadortrabajo pedag??gicopr??ctica escolarpedagogical coordinationteacher coordinatorpedagogical workschool practiceCIENCIAS HUMANAS::EDUCACAOCoordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidadesCoordination of pedagogical work at S??o Paulo public State Schools: challenges, limits and potentialitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINAL2015 - Valeria Andrade tese final.pdf2015 - Valeria Andrade tese final.pdfapplication/pdf1588070http://localhost:8080/tede/bitstream/tede/970/2/2015+-+Valeria+Andrade+tese+final.pdfc0f3b8b9648d6007f263335ede9c80dbMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/970/1/license.txta29ee53e1b3208ad99592263fc80192aMD51tede/9702015-07-07 12:28:54.104oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2015-07-07T15:28:54Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
dc.title.alternative.eng.fl_str_mv |
Coordination of pedagogical work at S??o Paulo public State Schools: challenges, limits and potentialities |
title |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
spellingShingle |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades Silva, Val??ria Andrade coordena????o pedag??gica professor coordenador trabalho pedag??gico pr??tica escolar coordinaci??n pedag??gica profesor coordinador trabajo pedag??gico pr??ctica escolar pedagogical coordination teacher coordinator pedagogical work school practice CIENCIAS HUMANAS::EDUCACAO |
title_short |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
title_full |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
title_fullStr |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
title_full_unstemmed |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
title_sort |
Coordena????o do trabalho pedag??gico na rede estadual paulista: desafios, limites e potencialidades |
author |
Silva, Val??ria Andrade |
author_facet |
Silva, Val??ria Andrade |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Russo, Miguel Henrique |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7842826083109778 |
dc.contributor.referee1.fl_str_mv |
Almeida, Laurinda Ramalho de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5818071827799305 |
dc.contributor.referee2.fl_str_mv |
Fernandes, Maria Jos?? da Silva |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7203360175231963 |
dc.contributor.referee3.fl_str_mv |
Severino, Ant??nio Joaquim |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4415326563786783 |
dc.contributor.referee4.fl_str_mv |
Carvalho, Celso do Prado Ferraz de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2546257820365753 |
dc.contributor.referee5.fl_str_mv |
Azzi, Roberta Gurgel |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/4615061799860194 |
dc.contributor.authorID.fl_str_mv |
290064460841 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3184525995894134 |
dc.contributor.author.fl_str_mv |
Silva, Val??ria Andrade |
contributor_str_mv |
Russo, Miguel Henrique Almeida, Laurinda Ramalho de Fernandes, Maria Jos?? da Silva Severino, Ant??nio Joaquim Carvalho, Celso do Prado Ferraz de Azzi, Roberta Gurgel |
dc.subject.por.fl_str_mv |
coordena????o pedag??gica professor coordenador trabalho pedag??gico pr??tica escolar |
topic |
coordena????o pedag??gica professor coordenador trabalho pedag??gico pr??tica escolar coordinaci??n pedag??gica profesor coordinador trabajo pedag??gico pr??ctica escolar pedagogical coordination teacher coordinator pedagogical work school practice CIENCIAS HUMANAS::EDUCACAO |
dc.subject.spa.fl_str_mv |
coordinaci??n pedag??gica profesor coordinador trabajo pedag??gico pr??ctica escolar |
dc.subject.eng.fl_str_mv |
pedagogical coordination teacher coordinator pedagogical work school practice |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The main objective of this study on pedagogical coordination in public state schools was the development of a critical reflection on the corresponding daily school practices in order to contribute to broaden the knowledge about this subject matter which has not been much investigated from the perspective of the theoretical and practical challenges historically presented to the coordinating action in public school. The study assumes that pedagogical coordination is an integral part of the set of practices that constitute school management, being defined as the coordination of the collective human effort (PARO, 1986) undertaken in the teaching-learning process, the core of school work. Another assumption of the study is that pedagogical coordination, like every school practice, is a concrete social praxis teleologically oriented. Methodologically, an empirical qualitative study was conduced, combining documental analysis; literature review; observations; and semi-structured interviews with coordinating teacher, principal and teachers of an elementary and high school state public school belonging to the center of S??o Paulo Board of Education. The paper discusses the specific conditions in which the coordinating education practices take place; the redefinition of the responsibilities and expectations of SEE-SP for the teacher coordinator function; the orientation of educational policies in the State of S??o Paulo, focusing on "S??o Paulo faz escola" program and the role of the coordinator teacher in its context; the historical background of the establishment of teaching coordination function in state public schools within the legal standards; and finally it takes a look at this set of data from the theoretical approach that understands the work as an educational principle (Saviani, 1991) and the category labor, in Luk??cs (1981), as an explanatory model of social praxis. There are many limitations and challenges for pedagogical coordination in the state public schools and the discourses about the difficulties and impediments to the achievement of an efficient and effective pedagogical practice by the teacher coordinator appears to be incorporated into the common sense in school, thus, covering the possibility of considering alternatives to transform its reality. Based on the reflection carried out, the study identifies in the coordination of collective human effort the potential of pedagogical coordination to contribute to improve the quality of education and to the universalization of knowledge, ultimate goals of public schools. |
publishDate |
2015 |
dc.date.accessioned.fl_str_mv |
2015-05-04T15:11:16Z |
dc.date.issued.fl_str_mv |
2015-03-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://bibliotecatede.uninove.br/handle/tede/970 |
url |
https://bibliotecatede.uninove.br/handle/tede/970 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de P??s-Gradua????o em Educa????o |
dc.publisher.initials.fl_str_mv |
Uninove |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
instname_str |
Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/970/2/2015+-+Valeria+Andrade+tese+final.pdf http://localhost:8080/tede/bitstream/tede/970/1/license.txt |
bitstream.checksum.fl_str_mv |
c0f3b8b9648d6007f263335ede9c80db a29ee53e1b3208ad99592263fc80192a |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
_version_ |
1800312347650162688 |