O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista

Detalhes bibliográficos
Autor(a) principal: Petri, Claudia Maria Micheluci
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/19365
Resumo: The following research, with qualitative approach, aims to investigate and analyze which are the conditioning agents that contribute to a pedagogical coordinator from public schools of São Paulo develop a succeeded work. The subject of this survey was a pedagogical coordinator who actuates in the first years of an elementary school located in the suburb of this state.The specific objectives are to identify the knowledges that are constraints and contribute to the development of the pedagogical coordinator‟s act; recognize the external constraints that influence the pedagogical coordinator‟s behavior in her daily activities; analyze how such professional uses the knowledges in the different situations that may appear in her work and contribute to the production of insights over the pedagogical effort.To reach such objectives bibliographic studies to cover the theoretical basis; documental research based on Education Secretary of State of São Paulo legislation and analysis of registrations taken by the coordinator; observation of the school environment and interview with this professional to collect data. Paro‟s definition of constraints were used in this paper; however, some adaptations were made here. Such theoretical framework has as basis Tardif‟s teaching knowledges, considered internal constraints: the ones adopted by the pedagogical coordinator to deal with the necessities of a school routine. Institutional tasks and school types of relationships were considered the external conditioning agents. Four categories of data analysis based on theoretical framework were created: professional training, professional experience, familiarity with subject guidelines and interpersonal relationship applied to the working area. Results have revealed that professional and experiential understanding designed by this coordinator, such as the knowledge of subject guidelines constitute solid framework to the successful professional performance that she obtained, inclusive promoting a change in the teachers acting and improving the learning process of the students. Considering the external constraints, it is possible to perceive that the training offered by Diretoria de Ensino, the legislation that holds responsibility for the pedagogical coordinator‟s function, the relationship of the school community are important aspects used as baseline for that professional exercise the role of trainer of her group of teachers and transforming the school environment
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spelling Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8010220Y9Petri, Claudia Maria Micheluci2016-11-21T13:31:36Z2016-09-26Petri, Claudia Maria Micheluci. O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista. 2016. 113 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/19365The following research, with qualitative approach, aims to investigate and analyze which are the conditioning agents that contribute to a pedagogical coordinator from public schools of São Paulo develop a succeeded work. The subject of this survey was a pedagogical coordinator who actuates in the first years of an elementary school located in the suburb of this state.The specific objectives are to identify the knowledges that are constraints and contribute to the development of the pedagogical coordinator‟s act; recognize the external constraints that influence the pedagogical coordinator‟s behavior in her daily activities; analyze how such professional uses the knowledges in the different situations that may appear in her work and contribute to the production of insights over the pedagogical effort.To reach such objectives bibliographic studies to cover the theoretical basis; documental research based on Education Secretary of State of São Paulo legislation and analysis of registrations taken by the coordinator; observation of the school environment and interview with this professional to collect data. Paro‟s definition of constraints were used in this paper; however, some adaptations were made here. Such theoretical framework has as basis Tardif‟s teaching knowledges, considered internal constraints: the ones adopted by the pedagogical coordinator to deal with the necessities of a school routine. Institutional tasks and school types of relationships were considered the external conditioning agents. Four categories of data analysis based on theoretical framework were created: professional training, professional experience, familiarity with subject guidelines and interpersonal relationship applied to the working area. Results have revealed that professional and experiential understanding designed by this coordinator, such as the knowledge of subject guidelines constitute solid framework to the successful professional performance that she obtained, inclusive promoting a change in the teachers acting and improving the learning process of the students. Considering the external constraints, it is possible to perceive that the training offered by Diretoria de Ensino, the legislation that holds responsibility for the pedagogical coordinator‟s function, the relationship of the school community are important aspects used as baseline for that professional exercise the role of trainer of her group of teachers and transforming the school environmentEsta pesquisa, de natureza qualitativa, tem como objetivo investigar e analisar quais são os condicionantes que contribuem para que um coordenador pedagógico da rede estadual de ensino paulista possa desenvolver um trabalho bem-sucedido. O sujeito desta pesquisa foi uma coordenadora pedagógica que atua em uma escola estadual de ensino fundamental anos iniciais da periferia de São Paulo. O estudo apresenta como objetivos específicos: identificar os saberes que se constituem como condicionantes e contribuem para o desenvolvimento da ação pedagógica do coordenador; reconhecer os condicionantes externos que influenciam a atuação do coordenador pedagógico na realização das suas atividades cotidianas; analisar como a coordenadora pedagógica utiliza os saberes nas diferentes situações que enfrenta no seu dia a dia e contribuir para a produção de conhecimento sobre a atuação da coordenação pedagógica. Para alcançar os objetivos propostos, foram realizadas pesquisas bibliográficas para apresentação do embasamento teórico; pesquisa documental com base na legislação da Secretaria de Educação do Estado de São Paulo, assim como análise dos registros produzidos pelo coordenador pedagógico; observação do ambiente escolar e entrevista semiestruturada com a coordenadora, como instrumento de coleta de dados. Para a definição de condicionantes, partiu-se da noção desenvolvida por Paro. Contudo, foram realizadas adaptações para este estudo. O referencial teórico adotado teve como base os saberes docentes sistematizados por Tardif, que foram considerados como condicionantes internos, ou seja, os diferentes saberes que o coordenador pedagógico mobiliza e articula para responder às demandas do cotidiano escolar. Como condicionantes externos, foram consideradas as questões institucionais e as relações que acontecem no espaço de atuação desse profissional. Para a análise dos dados, foram criadas quatro categorias, com base no referencial teórico: formação profissional; experiência profissional; conhecimentos curriculares e disciplinares; relações interpessoais e o espaço de trabalho. Os resultados revelam que os saberes profissionais e experiênciais desenvolvidos por essa coordenadora, assim como os conhecimentos curriculares e disciplinares, constituem um arcabouço sólido para o exercício profissional exitoso que ela apresenta, promovendo uma mudança na prática dos professores e uma melhoria na aprendizagem dos alunos. Em relação aos condicionantes externos, é possível perceber que as formações oferecidas pela Diretoria de Ensino, a legislação que trata da função do coordenador pedagógico, assim como as relações que foram estabelecidas na escola, são pontos importantes que serviram de base para que essa coordenadora exercesse seu papel profissional de formadora do seu grupo de professores, bem como de agente de transformação da escolaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/40042/Claudia%20Maria%20Micheluci%20Petri.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCoordenador pedagógicoSaberes docentesGestão escolarPedagogical coordinatorTeaching knowledgeSchool managementCNPQ::CIENCIAS HUMANAS::EDUCACAOO coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulistaThe pedagogical coordinator and the conditions of a successful work in the daily life of a state public 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_SPTEXTClaudia Maria Micheluci Petri.pdf.txtClaudia Maria Micheluci Petri.pdf.txtExtracted texttext/plain242248https://repositorio.pucsp.br/xmlui/bitstream/handle/19365/4/Claudia%20Maria%20Micheluci%20Petri.pdf.txt876f6ede945b9f6189dd644dd536a9b1MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
dc.title.alternative.eng.fl_str_mv The pedagogical coordinator and the conditions of a successful work in the daily life of a state public school
title O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
spellingShingle O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
Petri, Claudia Maria Micheluci
Coordenador pedagógico
Saberes docentes
Gestão escolar
Pedagogical coordinator
Teaching knowledge
School management
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
title_full O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
title_fullStr O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
title_full_unstemmed O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
title_sort O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista
author Petri, Claudia Maria Micheluci
author_facet Petri, Claudia Maria Micheluci
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=K8010220Y9
dc.contributor.author.fl_str_mv Petri, Claudia Maria Micheluci
contributor_str_mv Placco, Vera Maria Nigro de Souza
dc.subject.por.fl_str_mv Coordenador pedagógico
Saberes docentes
Gestão escolar
topic Coordenador pedagógico
Saberes docentes
Gestão escolar
Pedagogical coordinator
Teaching knowledge
School management
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Pedagogical coordinator
Teaching knowledge
School management
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The following research, with qualitative approach, aims to investigate and analyze which are the conditioning agents that contribute to a pedagogical coordinator from public schools of São Paulo develop a succeeded work. The subject of this survey was a pedagogical coordinator who actuates in the first years of an elementary school located in the suburb of this state.The specific objectives are to identify the knowledges that are constraints and contribute to the development of the pedagogical coordinator‟s act; recognize the external constraints that influence the pedagogical coordinator‟s behavior in her daily activities; analyze how such professional uses the knowledges in the different situations that may appear in her work and contribute to the production of insights over the pedagogical effort.To reach such objectives bibliographic studies to cover the theoretical basis; documental research based on Education Secretary of State of São Paulo legislation and analysis of registrations taken by the coordinator; observation of the school environment and interview with this professional to collect data. Paro‟s definition of constraints were used in this paper; however, some adaptations were made here. Such theoretical framework has as basis Tardif‟s teaching knowledges, considered internal constraints: the ones adopted by the pedagogical coordinator to deal with the necessities of a school routine. Institutional tasks and school types of relationships were considered the external conditioning agents. Four categories of data analysis based on theoretical framework were created: professional training, professional experience, familiarity with subject guidelines and interpersonal relationship applied to the working area. Results have revealed that professional and experiential understanding designed by this coordinator, such as the knowledge of subject guidelines constitute solid framework to the successful professional performance that she obtained, inclusive promoting a change in the teachers acting and improving the learning process of the students. Considering the external constraints, it is possible to perceive that the training offered by Diretoria de Ensino, the legislation that holds responsibility for the pedagogical coordinator‟s function, the relationship of the school community are important aspects used as baseline for that professional exercise the role of trainer of her group of teachers and transforming the school environment
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-11-21T13:31:36Z
dc.date.issued.fl_str_mv 2016-09-26
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 Petri, Claudia Maria Micheluci. O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista. 2016. 113 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/19365
identifier_str_mv Petri, Claudia Maria Micheluci. O coordenador pedagógico e os condicionantes de um trabalho bem-sucedido no cotidiano de uma escola estadual paulista. 2016. 113 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.
url https://tede2.pucsp.br/handle/handle/19365
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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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