O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI
Autor(a) principal: | |
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Data de Publicação: | 2017 |
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/20225 |
Resumo: | The present study had the general objective to investigate if and how the teaching supervisor of SESI-SP contributes to the continued formation of the school director. The theoretical methodological path is based on a qualitative perspective, which made it possible to use data analysis from the approach proposed by André (1983) called "prose analysis", considered by the author as a way to investigate the meaning of qualitative data. The data, made available to the participants via Google Drive, have been collected through questionnaires, which supported the characterization of the two groups of subjects: 152 school directors and 15 teaching supervisors. Although it was previously intentional, only after the application of the questionnaire that had as a specific objective to identify the contributions of the supervisor of teaching in the student's learning and training, has it been suggested to the teaching supervisors the participation in a discussion group, following the one indicated by WELLER (2006). The theoretical framework has been developed from the discussions proposed by Socio-Historical Psychology, in addition to studies on school management, supervision of teaching and continuing education. The result have showed that the teacher's supervisor contributes to the continued formation of school principals when it is performed in a critical and collaborative way, based on realities experienced in the school space |
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André, Marli Eliza Dalmazo Afonso dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8166072E5Santos, Elma dos2017-07-18T12:03:49Z2017-06-26Santos, Elma dos. O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI. 2017. 163 f. Dissertação (Mestrado Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20225The present study had the general objective to investigate if and how the teaching supervisor of SESI-SP contributes to the continued formation of the school director. The theoretical methodological path is based on a qualitative perspective, which made it possible to use data analysis from the approach proposed by André (1983) called "prose analysis", considered by the author as a way to investigate the meaning of qualitative data. The data, made available to the participants via Google Drive, have been collected through questionnaires, which supported the characterization of the two groups of subjects: 152 school directors and 15 teaching supervisors. Although it was previously intentional, only after the application of the questionnaire that had as a specific objective to identify the contributions of the supervisor of teaching in the student's learning and training, has it been suggested to the teaching supervisors the participation in a discussion group, following the one indicated by WELLER (2006). The theoretical framework has been developed from the discussions proposed by Socio-Historical Psychology, in addition to studies on school management, supervision of teaching and continuing education. The result have showed that the teacher's supervisor contributes to the continued formation of school principals when it is performed in a critical and collaborative way, based on realities experienced in the school spaceO presente estudo teve por objetivo geral investigar se e como o supervisor de ensino do SESI-SP contribui para a formação continuada do diretor de escola. O percurso teórico metodológico está fundamentado numa perspectiva qualitativa, o que possibilitou recorrer a análise de dados a partir da abordagem proposta por André (1983) denominada “análise de prosa”, considerada pela autora como uma forma de investigar o significado dos dados qualitativos. Os dados, disponibilizados aos participantes, via Google Drive, foram coletados por meio de questionários, que fundamentaram a caracterização dos dois grupos de sujeitos: 152 diretores de escola e 15 supervisores de ensino. Embora antecipadamente intencionado, somente após a aplicação do questionário que tinha como objetivo específico identificar as contribuições do supervisor de ensino na aprendizagem e formação do estudante, foi sugerido aos supervisores de ensino a participação em um grupo de discussão, seguindo o indicado por WELLER (2006). O quadro teórico foi desenvolvido a partir das discussões propostas pela Psicologia Sócio-Histórica, além dos estudos sobre gestão escolar, supervisão de ensino e formação continuada. Os resultados evidenciaram que o supervisor de ensino contribui para a formação continuada dos diretores de escola quando esta é realizada de forma crítica e colaborativa, a partir de realidades vivenciadas no espaço escolarapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/42751/Elma%20dos%20Santos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoSupervisão escolarFormação permanenteEscolas - Organização e administraçãoSchool supervisionPermanent formationSchools - Organization and administrationCNPQ::CIENCIAS HUMANAS::EDUCACAOO supervisor de ensino e os desafios da formação continuada do diretor de escola SESISupervisor of teaching and the challenges of continuing education of the principal of SESI Schoolinfo: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_SPTEXTElma dos Santos.pdf.txtElma dos Santos.pdf.txtExtracted texttext/plain354480https://repositorio.pucsp.br/xmlui/bitstream/handle/20225/4/Elma%20dos%20Santos.pdf.txt62e469cd84775b5837dfcb0d82d330e7MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
dc.title.alternative.eng.fl_str_mv |
Supervisor of teaching and the challenges of continuing education of the principal of SESI School |
title |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
spellingShingle |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI Santos, Elma dos Supervisão escolar Formação permanente Escolas - Organização e administração School supervision Permanent formation Schools - Organization and administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
title_full |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
title_fullStr |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
title_full_unstemmed |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
title_sort |
O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI |
author |
Santos, Elma dos |
author_facet |
Santos, Elma dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8166072E5 |
dc.contributor.author.fl_str_mv |
Santos, Elma dos |
contributor_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.subject.por.fl_str_mv |
Supervisão escolar Formação permanente Escolas - Organização e administração |
topic |
Supervisão escolar Formação permanente Escolas - Organização e administração School supervision Permanent formation Schools - Organization and administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School supervision Permanent formation Schools - Organization and administration |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study had the general objective to investigate if and how the teaching supervisor of SESI-SP contributes to the continued formation of the school director. The theoretical methodological path is based on a qualitative perspective, which made it possible to use data analysis from the approach proposed by André (1983) called "prose analysis", considered by the author as a way to investigate the meaning of qualitative data. The data, made available to the participants via Google Drive, have been collected through questionnaires, which supported the characterization of the two groups of subjects: 152 school directors and 15 teaching supervisors. Although it was previously intentional, only after the application of the questionnaire that had as a specific objective to identify the contributions of the supervisor of teaching in the student's learning and training, has it been suggested to the teaching supervisors the participation in a discussion group, following the one indicated by WELLER (2006). The theoretical framework has been developed from the discussions proposed by Socio-Historical Psychology, in addition to studies on school management, supervision of teaching and continuing education. The result have showed that the teacher's supervisor contributes to the continued formation of school principals when it is performed in a critical and collaborative way, based on realities experienced in the school space |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-07-18T12:03:49Z |
dc.date.issued.fl_str_mv |
2017-06-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Santos, Elma dos. O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI. 2017. 163 f. Dissertação (Mestrado Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20225 |
identifier_str_mv |
Santos, Elma dos. O supervisor de ensino e os desafios da formação continuada do diretor de escola SESI. 2017. 163 f. Dissertação (Mestrado Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
url |
https://tede2.pucsp.br/handle/handle/20225 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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 |
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