A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento

Detalhes bibliográficos
Autor(a) principal: Oliveira, Elisa Valério de Almeida
Data de Publicação: 2018
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/21562
Resumo: The aim of this research is know and analyze the transition process of the Pedagogical Coordinator from Elementary School to the Early Childhood Education in the Municipal Schools in São Paulo. We analyze the coordinators who had this transition in 2016 and 2017, identifying the reasons and the challenges that they found in their new teaching model. The results indicated an increase in the number of coordinators who made this transition in the period mentioned, evidencing the thematic relevance. As collection procedure, the 42 pedagogical coordinators had an online questionnaire, with open and closed questions. The resulting of the objective questions were tabulated and presented in graphs and it were analyzed together with those open questions, based on Prose Analysis (ANDRÉ, 1983). The results indicate that the main reasons for this transition are the problems faced in the direction of Elementary School, such as those related to indiscipline and excessive bureaucratic work and, as a search for new experiences. About the performance in Early Childhood Education, it was found that the main problems and challenges encountered by these coordinators refer to the interpersonal relationships with different subjects in the daily life of the school, among them the teachers, the Direction, the children’s family and the different conceptions of childhood expressed by these subjects. The analysis also show that there are specificities of pedagogical coordination in Early Childhood Education, related mainly to the structural organization of this new segment and to the teaching group. The value of the knowledge acquired through experience was also evidenced, as a reference to the practice of these coordinators. In general, the coordinators evaluate their initial experience in Early Childhood Education as positive and seek solutions to everyday problems in their experience as coordinator, teacher and with the theoretical references. The evidenced training needs refer to the interpersonal interactions, practices of Early Childhood Education and formative strategies, providing subsidies and questions of reflection that can be approached in the Pedagogical Coordinator trainings
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spelling Passos, Laurizete Ferraguthttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4102483P0Oliveira, Elisa Valério de Almeida2018-11-09T10:24:56Z2018-09-13Oliveira, Elisa Valério de Almeida. A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento. 2018. 126 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, 2018.https://tede2.pucsp.br/handle/handle/21562The aim of this research is know and analyze the transition process of the Pedagogical Coordinator from Elementary School to the Early Childhood Education in the Municipal Schools in São Paulo. We analyze the coordinators who had this transition in 2016 and 2017, identifying the reasons and the challenges that they found in their new teaching model. The results indicated an increase in the number of coordinators who made this transition in the period mentioned, evidencing the thematic relevance. As collection procedure, the 42 pedagogical coordinators had an online questionnaire, with open and closed questions. The resulting of the objective questions were tabulated and presented in graphs and it were analyzed together with those open questions, based on Prose Analysis (ANDRÉ, 1983). The results indicate that the main reasons for this transition are the problems faced in the direction of Elementary School, such as those related to indiscipline and excessive bureaucratic work and, as a search for new experiences. About the performance in Early Childhood Education, it was found that the main problems and challenges encountered by these coordinators refer to the interpersonal relationships with different subjects in the daily life of the school, among them the teachers, the Direction, the children’s family and the different conceptions of childhood expressed by these subjects. The analysis also show that there are specificities of pedagogical coordination in Early Childhood Education, related mainly to the structural organization of this new segment and to the teaching group. The value of the knowledge acquired through experience was also evidenced, as a reference to the practice of these coordinators. In general, the coordinators evaluate their initial experience in Early Childhood Education as positive and seek solutions to everyday problems in their experience as coordinator, teacher and with the theoretical references. The evidenced training needs refer to the interpersonal interactions, practices of Early Childhood Education and formative strategies, providing subsidies and questions of reflection that can be approached in the Pedagogical Coordinator trainingsO objetivo desta pesquisa consistiu em conhecer e analisar como se dá o processo de transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil na Rede Municipal de São Paulo. Buscou-se mapear os coordenadores que realizaram esta transição nos anos de 2016 e 2017, identificando os motivos desta passagem e os desafios encontrados no novo segmento de atuação. Os resultados do mapeamento indicaram o crescimento do número de coordenadores que efetuaram tal transição no período citado, evidenciando a relevância da temática. Como procedimento de coleta, aplicou-se um questionário online, com perguntas abertas e fechadas, junto a 42 coordenadores pedagógicos que atendiam ao requisito solicitado. Os dados resultantes das perguntas objetivas foram tabulados e apresentados em gráficos e analisados juntamente com os relativos às questões abertas e tendo como método a Análise de Prosa (ANDRÉ, 1983). Os resultados indicaram que os motivos principais para a realização desta transição são os problemas enfrentados na coordenação no Ensino Fundamental, como os relacionados à indisciplina e ao excesso de trabalho burocrático e, bem como, a busca por novas experiências. Em relação à atuação na Educação Infantil, constatou-se que os principais problemas e desafios encontrados por esses coordenadores referem-se às relações interpessoais com diferentes sujeitos no cotidiano da escola, dentre eles os professores, a direção e as famílias das crianças e, bem como, as diferentes concepções de infância expressas por esses sujeitos. Os dados também revelaram que há especificidades de atuação da coordenação pedagógica na Educação Infantil, relacionadas, sobretudo, à organização estrutural deste novo segmento e ao grupo docente. Evidenciou-se, ainda, o valor dos saberes adquiridos por meio da experiência, como referência à prática dos coordenadores. Em geral, os coordenadores avaliam sua experiência inicial na Educação Infantil como positiva, e buscam soluções para os problemas do cotidiano em sua experiência como coordenador, como professor e nas referências teóricas. As necessidades formativas evidenciadas referem-se às interações interpessoais, práticas da Educação Infantil e estratégias formativas, fornecendo, assim, subsídios e questões de reflexão que podem ser abordadas na formação continuada de Coordenadores Pedagógicosapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47159/Elisa%20Val%c3%a9rio%20de%20Almeida%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCoordenadores educacionaisFormação profissionalEducational coordinatorsOccupational trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOA transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmentoThe Pedagogical Coordinator’s transition from Elementary School for Early Childhood Education: challenges in the initial period of changeinfo: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_SPTEXTElisa Valério de Almeida Oliveira.pdf.txtElisa Valério de Almeida Oliveira.pdf.txtExtracted texttext/plain253917https://repositorio.pucsp.br/xmlui/bitstream/handle/21562/4/Elisa%20Val%c3%a9rio%20de%20Almeida%20Oliveira.pdf.txt0be243fed5eb89b426182d15f6feda82MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
dc.title.alternative.eng.fl_str_mv The Pedagogical Coordinator’s transition from Elementary School for Early Childhood Education: challenges in the initial period of change
title A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
spellingShingle A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
Oliveira, Elisa Valério de Almeida
Coordenadores educacionais
Formação profissional
Educational coordinators
Occupational training
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
title_full A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
title_fullStr A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
title_full_unstemmed A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
title_sort A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento
author Oliveira, Elisa Valério de Almeida
author_facet Oliveira, Elisa Valério de Almeida
author_role author
dc.contributor.advisor1.fl_str_mv Passos, Laurizete Ferragut
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4102483P0
dc.contributor.author.fl_str_mv Oliveira, Elisa Valério de Almeida
contributor_str_mv Passos, Laurizete Ferragut
dc.subject.por.fl_str_mv Coordenadores educacionais
Formação profissional
topic Coordenadores educacionais
Formação profissional
Educational coordinators
Occupational training
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Educational coordinators
Occupational training
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The aim of this research is know and analyze the transition process of the Pedagogical Coordinator from Elementary School to the Early Childhood Education in the Municipal Schools in São Paulo. We analyze the coordinators who had this transition in 2016 and 2017, identifying the reasons and the challenges that they found in their new teaching model. The results indicated an increase in the number of coordinators who made this transition in the period mentioned, evidencing the thematic relevance. As collection procedure, the 42 pedagogical coordinators had an online questionnaire, with open and closed questions. The resulting of the objective questions were tabulated and presented in graphs and it were analyzed together with those open questions, based on Prose Analysis (ANDRÉ, 1983). The results indicate that the main reasons for this transition are the problems faced in the direction of Elementary School, such as those related to indiscipline and excessive bureaucratic work and, as a search for new experiences. About the performance in Early Childhood Education, it was found that the main problems and challenges encountered by these coordinators refer to the interpersonal relationships with different subjects in the daily life of the school, among them the teachers, the Direction, the children’s family and the different conceptions of childhood expressed by these subjects. The analysis also show that there are specificities of pedagogical coordination in Early Childhood Education, related mainly to the structural organization of this new segment and to the teaching group. The value of the knowledge acquired through experience was also evidenced, as a reference to the practice of these coordinators. In general, the coordinators evaluate their initial experience in Early Childhood Education as positive and seek solutions to everyday problems in their experience as coordinator, teacher and with the theoretical references. The evidenced training needs refer to the interpersonal interactions, practices of Early Childhood Education and formative strategies, providing subsidies and questions of reflection that can be approached in the Pedagogical Coordinator trainings
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-11-09T10:24:56Z
dc.date.issued.fl_str_mv 2018-09-13
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 Oliveira, Elisa Valério de Almeida. A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento. 2018. 126 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, 2018.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/21562
identifier_str_mv Oliveira, Elisa Valério de Almeida. A transição do Coordenador Pedagógico do Ensino Fundamental para a Educação Infantil: desafios no período inicial da mudança de segmento. 2018. 126 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, 2018.
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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
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dc.publisher.department.fl_str_mv Faculdade de Educação
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