A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional

Detalhes bibliográficos
Autor(a) principal: Feffermann, Elizabeth
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/18797
Resumo: The current research investigates the Pedagogical Coordinator’s perception of his/her own formative practice, both teacher trainer and evaluator, regarding educational evaluation centered on learner’s evaluation. The research is based on qualitative research methods, and includes document analysis and interviews held with 145 pedagogical coordinators from the SESI-SP School System; three coordinators were given semi structured interviews. For the selection of pedagogical coordinators, a reference matrix was prepared taking into account the following criteria: their professional responsibilities and studies carried out by the author of the present research on the role of the pedagogical coordinator. The theoretical background needed to approach the role of the pedagogical coordinator and the teacher training process was based on the discussions put forward by Libâneo (2004), Placco (2003, 2006, 2008), Nóvoa (2005, 2009), and Almeida and Placco (2006, 2011). Freitas (2005, 2009) and Fernandes (2009) provided a useful source for the discussion on educational evaluation and the evaluative dimensions within the school. The analysis was based on the coordinator’s own account of his/her role in the school setting and his/her training performance in the context of educational evaluation, thus giving rise to four categories: The Coordinator and his/her role in the school; the Coordinator and the formative support she/he gives to the teacher; the Coordinator and his/her actions towards formative assessment in the educational evaluative process; and the Coordinator and his/her role as evaluator in the improvement of his/her work. The analysis shows that a lot must still be done concerning the Coordinator’s perception of his/her work as the professional responsible for preparing teachers for the educational evaluation. We have to keep in mind that for teachers to build their professional identity they need to incorporate the actions of an evaluator and design their own project with a critical and inquisitive eye. It becomes evident that the work done by Pedagogical Coordinators promotes changes and improvement in the process of teaching and learning, although only to a very small extent. What may be seen as a weakness or even an ambiguity in the discourse is often due to the few opportunities given for in depth discussion about these discourses so that they can become effective practices. In this scenario, an institutional policy must be enforced in order to enhance the pedagogical coordinator’s professional background and promote better structural conditions, in the hope of building better teaching practices for students
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spelling Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4468776H5Feffermann, Elizabeth2016-08-08T12:06:26Z2016-03-16Feffermann, Elizabeth. A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional. 2016. 152 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, 2016.https://tede2.pucsp.br/handle/handle/18797The current research investigates the Pedagogical Coordinator’s perception of his/her own formative practice, both teacher trainer and evaluator, regarding educational evaluation centered on learner’s evaluation. The research is based on qualitative research methods, and includes document analysis and interviews held with 145 pedagogical coordinators from the SESI-SP School System; three coordinators were given semi structured interviews. For the selection of pedagogical coordinators, a reference matrix was prepared taking into account the following criteria: their professional responsibilities and studies carried out by the author of the present research on the role of the pedagogical coordinator. The theoretical background needed to approach the role of the pedagogical coordinator and the teacher training process was based on the discussions put forward by Libâneo (2004), Placco (2003, 2006, 2008), Nóvoa (2005, 2009), and Almeida and Placco (2006, 2011). Freitas (2005, 2009) and Fernandes (2009) provided a useful source for the discussion on educational evaluation and the evaluative dimensions within the school. The analysis was based on the coordinator’s own account of his/her role in the school setting and his/her training performance in the context of educational evaluation, thus giving rise to four categories: The Coordinator and his/her role in the school; the Coordinator and the formative support she/he gives to the teacher; the Coordinator and his/her actions towards formative assessment in the educational evaluative process; and the Coordinator and his/her role as evaluator in the improvement of his/her work. The analysis shows that a lot must still be done concerning the Coordinator’s perception of his/her work as the professional responsible for preparing teachers for the educational evaluation. We have to keep in mind that for teachers to build their professional identity they need to incorporate the actions of an evaluator and design their own project with a critical and inquisitive eye. It becomes evident that the work done by Pedagogical Coordinators promotes changes and improvement in the process of teaching and learning, although only to a very small extent. What may be seen as a weakness or even an ambiguity in the discourse is often due to the few opportunities given for in depth discussion about these discourses so that they can become effective practices. In this scenario, an institutional policy must be enforced in order to enhance the pedagogical coordinator’s professional background and promote better structural conditions, in the hope of building better teaching practices for studentsEsta pesquisa teve como objetivo investigar qual a compreensão que o Coordenador Pedagógico (CP) tem de sua prática formativa, enquanto formador e avaliador, em relação à avaliação educacional, com foco na avaliação da aprendizagem. A metodologia utilizada foi de abordagem qualitativa, recorrendo como procedimentos metodológicos à análise documental e à aplicação de questionário para 145 coordenadores pedagógicos da rede escolar SESI-SP, sendo, destes, selecionados três profissionais para realização de entrevista semiestruturada. Para a seleção dos CP foi elaborada uma matriz de correção, que teve como critério suas atribuições e as discussões e os estudos realizados por mim sobre a função desse profissional. O referencial teórico foi desenvolvido a partir das discussões propostas por Libâneo (2004), Placco (2003, 2006, 2008), Nóvoa (2005, 2009), Almeida e Placco (2006, 2011) e para abordar a função do coordenador pedagógico e o processo de formação de professores; e, especialmente Freitas (2005, 2009) e Fernandes (2009), para discorrer sobre a avaliação educacional e as dimensões avaliativas presentes no interior da escola. A análise foi realizada com base no que o próprio coordenador relatou ser a sua função na escola e a sua atuação como formador no contexto da avaliação educacional, que foram traduzidas em quatro categorias: o CP e sua função na escola; o CP e o acompanhamento formativo que realiza com o professor; o CP e sua ação formativa no processo da avaliação educacional; e, o CP e sua função como avaliador no desenvolvimento do seu trabalho. Como resultado, a análise revela que muito ainda necessita ser discutido e aprofundado, no que se refere à compreensão que o CP tem de seu trabalho como formador de professores em relação à avaliação educacional, pois, ao estar constituindo sua identidade profissional, necessita incorporar, em sua atuação, a ação de avaliador e elaborar seu projeto formativo com um olhar investigativo e de diagnóstico. Fica evidente que o trabalho realizado pelos CP promove movimentos e deslocamentos para mudanças e melhorias no processo de ensino e aprendizagem nas escolas em que atuam, mas, ainda de forma incipiente. Muitas vezes, aquilo que aparece como uma fragilidade do discurso, ou até uma ambiguidade, está ligado a poucas oportunidades que são oferecidas para que esses discursos sejam discutidos em profundidade e possam se tornar práticas efetivas. Nesse sentido, há necessidade de implementação de uma política institucional que possibilite a formação do CP, bem como condições estruturais para sua atuação, na perspectiva de mudança e aprimoramento das práticas docentes e aprendizagem dos estudantesapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/38112/Elizabeth%20Feffermann.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCoordenador pedagógicoFormador de professoresAvaliação educacionalPedagogical coordinatorTeacher trainingEducational evaluationCNPQ::CIENCIAS HUMANAS::EDUCACAOA função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacionalThe role of the pedagogical coordinator in providing high-quality professional development for teachers: continuing education and educational evaluationinfo: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_SPTEXTElizabeth Feffermann.pdf.txtElizabeth Feffermann.pdf.txtExtracted texttext/plain374514https://repositorio.pucsp.br/xmlui/bitstream/handle/18797/4/Elizabeth%20Feffermann.pdf.txtd090f92ef5c0012735404523dedd9e73MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
dc.title.alternative.eng.fl_str_mv The role of the pedagogical coordinator in providing high-quality professional development for teachers: continuing education and educational evaluation
title A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
spellingShingle A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
Feffermann, Elizabeth
Coordenador pedagógico
Formador de professores
Avaliação educacional
Pedagogical coordinator
Teacher training
Educational evaluation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
title_full A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
title_fullStr A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
title_full_unstemmed A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
title_sort A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional
author Feffermann, Elizabeth
author_facet Feffermann, Elizabeth
author_role author
dc.contributor.advisor1.fl_str_mv Placco, Vera Maria Nigro de Souza
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4468776H5
dc.contributor.author.fl_str_mv Feffermann, Elizabeth
contributor_str_mv Placco, Vera Maria Nigro de Souza
dc.subject.por.fl_str_mv Coordenador pedagógico
Formador de professores
Avaliação educacional
topic Coordenador pedagógico
Formador de professores
Avaliação educacional
Pedagogical coordinator
Teacher training
Educational evaluation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Pedagogical coordinator
Teacher training
Educational evaluation
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The current research investigates the Pedagogical Coordinator’s perception of his/her own formative practice, both teacher trainer and evaluator, regarding educational evaluation centered on learner’s evaluation. The research is based on qualitative research methods, and includes document analysis and interviews held with 145 pedagogical coordinators from the SESI-SP School System; three coordinators were given semi structured interviews. For the selection of pedagogical coordinators, a reference matrix was prepared taking into account the following criteria: their professional responsibilities and studies carried out by the author of the present research on the role of the pedagogical coordinator. The theoretical background needed to approach the role of the pedagogical coordinator and the teacher training process was based on the discussions put forward by Libâneo (2004), Placco (2003, 2006, 2008), Nóvoa (2005, 2009), and Almeida and Placco (2006, 2011). Freitas (2005, 2009) and Fernandes (2009) provided a useful source for the discussion on educational evaluation and the evaluative dimensions within the school. The analysis was based on the coordinator’s own account of his/her role in the school setting and his/her training performance in the context of educational evaluation, thus giving rise to four categories: The Coordinator and his/her role in the school; the Coordinator and the formative support she/he gives to the teacher; the Coordinator and his/her actions towards formative assessment in the educational evaluative process; and the Coordinator and his/her role as evaluator in the improvement of his/her work. The analysis shows that a lot must still be done concerning the Coordinator’s perception of his/her work as the professional responsible for preparing teachers for the educational evaluation. We have to keep in mind that for teachers to build their professional identity they need to incorporate the actions of an evaluator and design their own project with a critical and inquisitive eye. It becomes evident that the work done by Pedagogical Coordinators promotes changes and improvement in the process of teaching and learning, although only to a very small extent. What may be seen as a weakness or even an ambiguity in the discourse is often due to the few opportunities given for in depth discussion about these discourses so that they can become effective practices. In this scenario, an institutional policy must be enforced in order to enhance the pedagogical coordinator’s professional background and promote better structural conditions, in the hope of building better teaching practices for students
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-08-08T12:06:26Z
dc.date.issued.fl_str_mv 2016-03-16
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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dc.identifier.citation.fl_str_mv Feffermann, Elizabeth. A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional. 2016. 152 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, 2016.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/18797
identifier_str_mv Feffermann, Elizabeth. A função do coordenador pedagógico na qualificação do trabalho docente: formação continuada e avaliação educacional. 2016. 152 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, 2016.
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dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
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