O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/22999 |
Resumo: | This study aimed at identifying necessary knowledges to pedagogical coordinators working on teachers’ education at Children Schools. Research problem originated from the researcher’s concerns when reflecting about her in-school teacher education experiences, then articulating them to her work as a Children School pedagogical coordinator in the city of São Paulo. There was interest in understanding how and how much educational practices during collective working hours at school could mobilize reflection and positively contribute with changing practices and teachers’ development. As theoretical references, we have used studies on teacher knowledges, teachers’ critical-reflexive perspectives, dimensions of teacher education and the pedagogical coordinator implications in his/her educator role. To these references, we have articulated the specificities of Children’s Education, background to this study. Theoretical-practical dialogues have included Tardif (2014), Imbernón (2000, 2010) Josso (2004), Almeida (2007, 2017), Placco, Almeida and Souza (2011), Placco and Souza (2006), among others, and the regulations and official documents from the Education Department of the city of São Paulo (Secretaria Municipal de Educação de São Paulo). Research has followed methodological procedures of qualitative approach and has used teachers’ continuous education for investigation field. Data have been collected through interviews with two pedagogical coordinators and two teachers working in a Children’s School (Escola Municipal de Educação Infantil) and in a Nursery School (Centro de Educação Infantil) both belonging to the Municipal Educational System of São Paulo. Established criteria for selection of the coordinators was that they were acknowledged for their successful educational practices. We have built critical analyses of the information which was interpreted according to the researcher’s professional experiences and based by theories and concepts on teachers’ education and Children’s Education. Interviews have shown that the specificities of the work with babies and children constitute the professional identities of interviewed coordinators and teachers. Interpretation of data makes us think that the knowledges of coordinators and teachers are plural, multidimensional, from different natures, and articulate with professional and personal experiences. We have identified that the knowledges mobilized by coordinators in their educational practices are diverse and include theoretical, methodological, curricular and professional experience knowledge. According to teachers, however, there is a highlighted necessity for personal and interpersonal relationship knowledges to the coordinator. It can be understood that the professional context is the time and space in which the teacher learns, exercises, reflects and redefines his/her teaching. At the end of the analyses and discussion of emerged data, successful practices have been highlighted as meaningful principles and relevant elements for continuous education in Children’s Schools |
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Sanches, Emília Maria Bezerra Cipriano Castrohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4556800P7Kenschikowsky, Larissa2020-03-04T10:10:53Z2020-02-18Kenschikowsky, Larissa. O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil. 2019. 105 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, 2019.https://tede2.pucsp.br/handle/handle/22999This study aimed at identifying necessary knowledges to pedagogical coordinators working on teachers’ education at Children Schools. Research problem originated from the researcher’s concerns when reflecting about her in-school teacher education experiences, then articulating them to her work as a Children School pedagogical coordinator in the city of São Paulo. There was interest in understanding how and how much educational practices during collective working hours at school could mobilize reflection and positively contribute with changing practices and teachers’ development. As theoretical references, we have used studies on teacher knowledges, teachers’ critical-reflexive perspectives, dimensions of teacher education and the pedagogical coordinator implications in his/her educator role. To these references, we have articulated the specificities of Children’s Education, background to this study. Theoretical-practical dialogues have included Tardif (2014), Imbernón (2000, 2010) Josso (2004), Almeida (2007, 2017), Placco, Almeida and Souza (2011), Placco and Souza (2006), among others, and the regulations and official documents from the Education Department of the city of São Paulo (Secretaria Municipal de Educação de São Paulo). Research has followed methodological procedures of qualitative approach and has used teachers’ continuous education for investigation field. Data have been collected through interviews with two pedagogical coordinators and two teachers working in a Children’s School (Escola Municipal de Educação Infantil) and in a Nursery School (Centro de Educação Infantil) both belonging to the Municipal Educational System of São Paulo. Established criteria for selection of the coordinators was that they were acknowledged for their successful educational practices. We have built critical analyses of the information which was interpreted according to the researcher’s professional experiences and based by theories and concepts on teachers’ education and Children’s Education. Interviews have shown that the specificities of the work with babies and children constitute the professional identities of interviewed coordinators and teachers. Interpretation of data makes us think that the knowledges of coordinators and teachers are plural, multidimensional, from different natures, and articulate with professional and personal experiences. We have identified that the knowledges mobilized by coordinators in their educational practices are diverse and include theoretical, methodological, curricular and professional experience knowledge. According to teachers, however, there is a highlighted necessity for personal and interpersonal relationship knowledges to the coordinator. It can be understood that the professional context is the time and space in which the teacher learns, exercises, reflects and redefines his/her teaching. At the end of the analyses and discussion of emerged data, successful practices have been highlighted as meaningful principles and relevant elements for continuous education in Children’s SchoolsO presente estudo teve por objetivo geral identificar os saberes necessários ao coordenador pedagógico para atuar na formação dos professores na escola de Educação Infantil. O problema de pesquisa originou-se a partir de inquietações da pesquisadora ao refletir sobre suas experiências formativas na escola enquanto professora, articulando-as, posteriormente, ao seu trabalho como coordenadora pedagógica na Educação Infantil da Rede Municipal de Ensino de São Paulo. Havia uma preocupação em compreender como e em que medida as práticas formativas nos horários coletivos na escola poderiam ser mobilizadoras de reflexão e contribuir positivamente em mudanças na prática e no aprimoramento profissional dos professores. Foram utilizadas, como referências teóricas, estudos sobre saberes docentes, perspectiva crítico-reflexiva do professor, dimensões da formação docente e as implicações do coordenador pedagógico no papel de formador. Tais pressupostos foram articulados às especificidades da Educação Infantil, cenário desse estudo. Os diálogos teórico-práticos foram realizados com Tardif (2014), Imbernón (2000, 2010) Josso (2004), Almeida (2007, 2017), Placco, Almeida e Souza (2011); Placco e Souza (2006), dentre outros, além de legislações e documentos oficiais da Secretaria Municipal de Educação de São Paulo. A pesquisa seguiu procedimentos metodológicos de abordagem qualitativa. Teve a formação continuada docente na escola como campo de investigação. Os dados foram coletados a partir de entrevistas com dois coordenadores e dois professores atuantes em uma Escola Municipal de Educação Infantil e em um Centro de Educação Infantil da Rede Municipal de Ensino de São Paulo. Foi estabelecido como critério para a seleção dos coordenadores que fossem reconhecidos por práticas formativas exitosas. Construiu-se uma análise crítica das informações interpretadas à luz das experiências profissionais da pesquisadora e fundamentadas por teorias e conceitos sobre formação docente e Educação Infantil. As entrevistas revelaram que as especificidades do trabalho com bebês e crianças constituem as identidades profissionais de coordenadores e professores entrevistados. A interpretação dos dados nos leva a pensar que os saberes dos coordenadores e professores são plurais, multidimensionais, de naturezas distintas, se articulam com as experiências profissionais e pessoais. Identificou-se que os saberes mobilizados pelos coordenadores em suas práticas formativas são diversos, dentre eles, os conhecimentos teóricos, metodológicos, curriculares e da experiência profissional. No entanto, na visão dos professores entrevistados, evidenciou-se a necessidade de saberes pessoais e das relações interpessoais ao coordenador. Pôde-se compreender que o contexto profissional é o tempo e o espaço em que o professor aprende, exercita, reflete e ressignifica sua docência. Ao final das análises e da discussão dos dados trazidos no recorte desse estudo, as práticas consideradas exitosas foram destacadas como princípios significativos e elementos relevantes para a formação continuada na escola de Educação Infantilapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51606/Larissa%20Kenschikowsky.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCoordenadores educacionaisProfessores de educação infantil - Formação profissionalEducação InfantilEducational coordinatorsPreschool teachers - Occupational trainingChildren’s EducationCNPQ::CIENCIAS HUMANAS::EDUCACAOO coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantilinfo: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_SPTEXTLarissa Kenschikowsky.pdf.txtLarissa Kenschikowsky.pdf.txtExtracted texttext/plain247132https://repositorio.pucsp.br/xmlui/bitstream/handle/22999/4/Larissa%20Kenschikowsky.pdf.txt47ba756c7d54b7fb18cd094ed4702749MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
title |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
spellingShingle |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil Kenschikowsky, Larissa Coordenadores educacionais Professores de educação infantil - Formação profissional Educação Infantil Educational coordinators Preschool teachers - Occupational training Children’s Education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
title_full |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
title_fullStr |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
title_full_unstemmed |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
title_sort |
O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil |
author |
Kenschikowsky, Larissa |
author_facet |
Kenschikowsky, Larissa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4556800P7 |
dc.contributor.author.fl_str_mv |
Kenschikowsky, Larissa |
contributor_str_mv |
Sanches, Emília Maria Bezerra Cipriano Castro |
dc.subject.por.fl_str_mv |
Coordenadores educacionais Professores de educação infantil - Formação profissional Educação Infantil |
topic |
Coordenadores educacionais Professores de educação infantil - Formação profissional Educação Infantil Educational coordinators Preschool teachers - Occupational training Children’s Education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational coordinators Preschool teachers - Occupational training Children’s Education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study aimed at identifying necessary knowledges to pedagogical coordinators working on teachers’ education at Children Schools. Research problem originated from the researcher’s concerns when reflecting about her in-school teacher education experiences, then articulating them to her work as a Children School pedagogical coordinator in the city of São Paulo. There was interest in understanding how and how much educational practices during collective working hours at school could mobilize reflection and positively contribute with changing practices and teachers’ development. As theoretical references, we have used studies on teacher knowledges, teachers’ critical-reflexive perspectives, dimensions of teacher education and the pedagogical coordinator implications in his/her educator role. To these references, we have articulated the specificities of Children’s Education, background to this study. Theoretical-practical dialogues have included Tardif (2014), Imbernón (2000, 2010) Josso (2004), Almeida (2007, 2017), Placco, Almeida and Souza (2011), Placco and Souza (2006), among others, and the regulations and official documents from the Education Department of the city of São Paulo (Secretaria Municipal de Educação de São Paulo). Research has followed methodological procedures of qualitative approach and has used teachers’ continuous education for investigation field. Data have been collected through interviews with two pedagogical coordinators and two teachers working in a Children’s School (Escola Municipal de Educação Infantil) and in a Nursery School (Centro de Educação Infantil) both belonging to the Municipal Educational System of São Paulo. Established criteria for selection of the coordinators was that they were acknowledged for their successful educational practices. We have built critical analyses of the information which was interpreted according to the researcher’s professional experiences and based by theories and concepts on teachers’ education and Children’s Education. Interviews have shown that the specificities of the work with babies and children constitute the professional identities of interviewed coordinators and teachers. Interpretation of data makes us think that the knowledges of coordinators and teachers are plural, multidimensional, from different natures, and articulate with professional and personal experiences. We have identified that the knowledges mobilized by coordinators in their educational practices are diverse and include theoretical, methodological, curricular and professional experience knowledge. According to teachers, however, there is a highlighted necessity for personal and interpersonal relationship knowledges to the coordinator. It can be understood that the professional context is the time and space in which the teacher learns, exercises, reflects and redefines his/her teaching. At the end of the analyses and discussion of emerged data, successful practices have been highlighted as meaningful principles and relevant elements for continuous education in Children’s Schools |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-03-04T10:10:53Z |
dc.date.issued.fl_str_mv |
2020-02-18 |
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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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Kenschikowsky, Larissa. O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil. 2019. 105 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, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22999 |
identifier_str_mv |
Kenschikowsky, Larissa. O coordenador pedagógico: experiências e saberes de formação na perspectiva de professores na Educação Infantil. 2019. 105 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, 2019. |
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https://tede2.pucsp.br/handle/handle/22999 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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