O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos
Autor(a) principal: | |
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Data de Publicação: | 2006 |
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/16272 |
Resumo: | The focus of this study refers to a female coordinator teacher s performance in dealing with conflicts which occur in a quotidian public school located in the outskirts of São Paulo State. It is intended to investigate the manner with which the female teacher deals with the difficult situations, and how the teachers and the students perceive her performance. It was chosen to apply a case study as an aspect of research, which makes it possible to deeply analyze a complex social unit considered in its entirety and with regard to multiple relationships as well. This study leans on the postulates of Thomas Gordon, psychologist and educator, who was dedicated to, among other things, the studies concerning the resolution of school conflicts. Different instruments were utilized to gather the data: questionnaires to determine the perceptions and characterizations of 316 pupils, 5 teachers, one female sub-principal, and one female coordinator teacher who works at night. Additional data was gathered through interviews with the teachers and the female coordinator, registration of the comments about the conflict circumstances, and the analysis of school documents and student forms. The people who participated in this study have pointed to personal qualities concerning the coordinator teacher s actions when dealing with the conflicts. They have shown satisfaction with her performance because she tries to solve the conflicts for the teachers. However, this attitude has not allowed the conflict mediation to always be successful. The analyzed situations reveal the importance of investment in the professional development of the teachers, guaranteeing their autonomy in order to make them ready to deal with present conflicts in their educative practice. The research points to the identification of the conflicts acting as an instrument that provides support to the school team, helping them to a better understanding about the complexity of their professional reality. This understanding creates the propitious atmosphere of a learning and teaching process which values different points of view and makes mutual respect possible, the essential quality needed to the establishment of a dialog among people |
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André, Marli Eliza Dalmazo Afonso deAbreu, Léia Soares de2016-04-28T20:57:08Z2007-06-092006-10-10Abreu, Léia Soares de. O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos. 2006. 94 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006.https://tede2.pucsp.br/handle/handle/16272The focus of this study refers to a female coordinator teacher s performance in dealing with conflicts which occur in a quotidian public school located in the outskirts of São Paulo State. It is intended to investigate the manner with which the female teacher deals with the difficult situations, and how the teachers and the students perceive her performance. It was chosen to apply a case study as an aspect of research, which makes it possible to deeply analyze a complex social unit considered in its entirety and with regard to multiple relationships as well. This study leans on the postulates of Thomas Gordon, psychologist and educator, who was dedicated to, among other things, the studies concerning the resolution of school conflicts. Different instruments were utilized to gather the data: questionnaires to determine the perceptions and characterizations of 316 pupils, 5 teachers, one female sub-principal, and one female coordinator teacher who works at night. Additional data was gathered through interviews with the teachers and the female coordinator, registration of the comments about the conflict circumstances, and the analysis of school documents and student forms. The people who participated in this study have pointed to personal qualities concerning the coordinator teacher s actions when dealing with the conflicts. They have shown satisfaction with her performance because she tries to solve the conflicts for the teachers. However, this attitude has not allowed the conflict mediation to always be successful. The analyzed situations reveal the importance of investment in the professional development of the teachers, guaranteeing their autonomy in order to make them ready to deal with present conflicts in their educative practice. The research points to the identification of the conflicts acting as an instrument that provides support to the school team, helping them to a better understanding about the complexity of their professional reality. This understanding creates the propitious atmosphere of a learning and teaching process which values different points of view and makes mutual respect possible, the essential quality needed to the establishment of a dialog among peopleO foco desse estudo é a atuação de uma professora coordenadora diante dos conflitos que ocorrem no cotidiano de uma escola pública situada na periferia de São Paulo. Objetiva-se investigar como a professora lida com as situações de conflito e como os professores e os alunos percebem essa atuação. Optou-se por usar como modalidade de pesquisa o estudo de caso que permite analisar, em profundidade, uma unidade social complexa em sua totalidade e múltiplas relações. Esse estudo apóia-se nos postulados de Thomas Gordon, psicólogo e educador que se dedicou, entre outras coisas, aos estudos sobre resolução de conflitos. Para a coleta de dados foram utilizados diferentes instrumentos: questionários para caracterização de 316 alunos, 5 professores, uma vice-diretora e uma coordenadora do período noturno e para levantamento de suas percepções; entrevistas com os professores e com a professora coordenadora, registros de observação das situações de conflito e análise de documentos escolares e de fichas dos alunos. Os respondentes apontaram qualidades pessoais na atuação da professora coordenadora diante dos conflitos, mostrando-se satisfeitos com sua atuação porque ela busca resolver os conflitos para os professores. Entretanto, essa atitude não permite que haja a mediação de conflitos, nem favorece a autonomia dos docentes porque o mediador deve ajudar as partes a encontrar a solução, de modo que possam satisfazer as necessidades de ambas. As situações analisadas revelam a importância de investir na formação docente no sentido de garantir essa autonomia, para que os professores possam resolver os conflitos presentes em sua prática educativa. A pesquisa aponta para a identificação dos conflitos como instrumento para ajudar a equipe escolar a compreender melhor a complexidade de sua realidade e criar clima favorável ao processo de ensino-aprendizagem que valorize os diferentes pontos de vistas e favoreça o respeito mútuo que é essencial para se estabelecer o diálogo entre as pessoasapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32503/PED%20-%20Leia%20S%20Abreu.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaprofessorcoordenadorconflitoequipe escolarGordon, Thomas -- 1918-Escolas publicasEscolas -- Organizacao e administracaoAdministracao de conflitoscoordinator teacherconflictsschool teamCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALO professor coordenador na escola pública estadual: Sua atuação frente aos conflitosinfo: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_SPTEXTPED - Leia S Abreu.pdf.txtPED - Leia S Abreu.pdf.txtExtracted texttext/plain164055https://repositorio.pucsp.br/xmlui/bitstream/handle/16272/3/PED%20-%20Leia%20S%20Abreu.pdf.txt87b0fbe707d571d58a8d3d9c2682df04MD53ORIGINALPED - Leia S Abreu.pdfapplication/pdf633244https://repositorio.pucsp.br/xmlui/bitstream/handle/16272/1/PED%20-%20Leia%20S%20Abreu.pdf25563dad87f35ce86913e56a4c087f9fMD51THUMBNAILPED - Leia S Abreu.pdf.jpgPED - Leia S Abreu.pdf.jpgGenerated Thumbnailimage/jpeg3862https://repositorio.pucsp.br/xmlui/bitstream/handle/16272/2/PED%20-%20Leia%20S%20Abreu.pdf.jpg09ed6fb85e4a8637675b5a61ea5c27fdMD52handle/162722022-04-27 15:52:02.18oai:repositorio.pucsp.br:handle/16272Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:52:02Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
title |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
spellingShingle |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos Abreu, Léia Soares de professor coordenador conflito equipe escolar Gordon, Thomas -- 1918- Escolas publicas Escolas -- Organizacao e administracao Administracao de conflitos coordinator teacher conflicts school team CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
title_full |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
title_fullStr |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
title_full_unstemmed |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
title_sort |
O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos |
author |
Abreu, Léia Soares de |
author_facet |
Abreu, Léia Soares de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.contributor.author.fl_str_mv |
Abreu, Léia Soares de |
contributor_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.subject.por.fl_str_mv |
professor coordenador conflito equipe escolar Gordon, Thomas -- 1918- Escolas publicas Escolas -- Organizacao e administracao Administracao de conflitos |
topic |
professor coordenador conflito equipe escolar Gordon, Thomas -- 1918- Escolas publicas Escolas -- Organizacao e administracao Administracao de conflitos coordinator teacher conflicts school team CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
coordinator teacher conflicts school team |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
The focus of this study refers to a female coordinator teacher s performance in dealing with conflicts which occur in a quotidian public school located in the outskirts of São Paulo State. It is intended to investigate the manner with which the female teacher deals with the difficult situations, and how the teachers and the students perceive her performance. It was chosen to apply a case study as an aspect of research, which makes it possible to deeply analyze a complex social unit considered in its entirety and with regard to multiple relationships as well. This study leans on the postulates of Thomas Gordon, psychologist and educator, who was dedicated to, among other things, the studies concerning the resolution of school conflicts. Different instruments were utilized to gather the data: questionnaires to determine the perceptions and characterizations of 316 pupils, 5 teachers, one female sub-principal, and one female coordinator teacher who works at night. Additional data was gathered through interviews with the teachers and the female coordinator, registration of the comments about the conflict circumstances, and the analysis of school documents and student forms. The people who participated in this study have pointed to personal qualities concerning the coordinator teacher s actions when dealing with the conflicts. They have shown satisfaction with her performance because she tries to solve the conflicts for the teachers. However, this attitude has not allowed the conflict mediation to always be successful. The analyzed situations reveal the importance of investment in the professional development of the teachers, guaranteeing their autonomy in order to make them ready to deal with present conflicts in their educative practice. The research points to the identification of the conflicts acting as an instrument that provides support to the school team, helping them to a better understanding about the complexity of their professional reality. This understanding creates the propitious atmosphere of a learning and teaching process which values different points of view and makes mutual respect possible, the essential quality needed to the establishment of a dialog among people |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-10-10 |
dc.date.available.fl_str_mv |
2007-06-09 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:57:08Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Abreu, Léia Soares de. O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos. 2006. 94 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16272 |
identifier_str_mv |
Abreu, Léia Soares de. O professor coordenador na escola pública estadual: Sua atuação frente aos conflitos. 2006. 94 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2006. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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BR |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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