A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/23868 |
Resumo: | This research aims to investigate the necessary knowledge available from trainers for the development of a collaborative practice in the school space according to Freirean references. It is assumed that collaboration in planning and teacher training can enhance the professional development of educators in the school environment. The theoretical framework will present Paulo Freire's propositions about the necessary knowledge based on collaboration between trainers, highlighting the importance of dialogical action, unity, organization and cultural synthesis. This dissertation, with a qualitative approach, used semi-structured interviews to collect data. The research context was the formative meeting space and advisor present in the schools of the Municipal Department of Education of São Paulo, in which the Pedagogical Coordinator and the School Supervisor play an important role. The two subjects of this research were a Pedagogical Coordinator and a School Supervisor. The data analysis of this research demonstrated that the trainers' necessary knowledge for collaborative training practice can be organized by the characteristics of the Theory of Dialogical Action. The dialogical action in the promotion of collaborative training presupposes: active listening among teacher trainers and trainees; freedom of thought; the active participation of the subjects in the construction of the formative agenda; the problematization, unveiling and critical and reflective investigation of educational/ training practice; awareness of the real problems that affect the educational/training process in the school space. The dimension of the unity for collaborative training demands: communion of teacher trainers and trainees; sincere adherence to discuss and pursue common goals in a collective and collaborative way; the commitment to emancipation and to the practice of freedom for all members involved in the formative/ educational process; exchanging experiences, and sharing doubts. The organization for collaborative training requires: a horizontal relationship, of humbleness, of authority, trust that seeks equality between the training and under training subjects; a formative, educational, pedagogical, supervisory and administrative practices that are democratic and that prioritize the pedagogical and transformative actions in the school and beyond its walls; the refusal to practice permissiveness, authoritarianism, technobureaucratic actions, and does not submit to mechanism or anti-logic impositions. The cultural synthesis for collaborative training demands: the search for the practice of 11 pedagogical freedom for all the teacher trainers trainees; the development of actions in line with real problems of the school and the school community for their real confrontation; the constant search for the transformation of the formative and educational reality; the effectiveness of the dialogical action, of the unity, of the systematized organization that aims at the real and permanent change of school’s appearance and that aims at the restoration of humanity and its collaborative spirit. With the results of this investigation, we were able to present a formative proposal for strengthening school coordination and supervision guided by the principles of collaboration as proposed by Freire |
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Saul, Ana Mariahttp://lattes.cnpq.br/1924505851256944http://lattes.cnpq.br/2757685086848941Gonçalves, Wayne Teixeira2021-11-03T13:29:09Z2021-11-03T13:29:09Z2021-04-09Gonçalves, Wayne Teixeira. A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos. 2021. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.https://repositorio.pucsp.br/jspui/handle/handle/23868This research aims to investigate the necessary knowledge available from trainers for the development of a collaborative practice in the school space according to Freirean references. It is assumed that collaboration in planning and teacher training can enhance the professional development of educators in the school environment. The theoretical framework will present Paulo Freire's propositions about the necessary knowledge based on collaboration between trainers, highlighting the importance of dialogical action, unity, organization and cultural synthesis. This dissertation, with a qualitative approach, used semi-structured interviews to collect data. The research context was the formative meeting space and advisor present in the schools of the Municipal Department of Education of São Paulo, in which the Pedagogical Coordinator and the School Supervisor play an important role. The two subjects of this research were a Pedagogical Coordinator and a School Supervisor. The data analysis of this research demonstrated that the trainers' necessary knowledge for collaborative training practice can be organized by the characteristics of the Theory of Dialogical Action. The dialogical action in the promotion of collaborative training presupposes: active listening among teacher trainers and trainees; freedom of thought; the active participation of the subjects in the construction of the formative agenda; the problematization, unveiling and critical and reflective investigation of educational/ training practice; awareness of the real problems that affect the educational/training process in the school space. The dimension of the unity for collaborative training demands: communion of teacher trainers and trainees; sincere adherence to discuss and pursue common goals in a collective and collaborative way; the commitment to emancipation and to the practice of freedom for all members involved in the formative/ educational process; exchanging experiences, and sharing doubts. The organization for collaborative training requires: a horizontal relationship, of humbleness, of authority, trust that seeks equality between the training and under training subjects; a formative, educational, pedagogical, supervisory and administrative practices that are democratic and that prioritize the pedagogical and transformative actions in the school and beyond its walls; the refusal to practice permissiveness, authoritarianism, technobureaucratic actions, and does not submit to mechanism or anti-logic impositions. The cultural synthesis for collaborative training demands: the search for the practice of 11 pedagogical freedom for all the teacher trainers trainees; the development of actions in line with real problems of the school and the school community for their real confrontation; the constant search for the transformation of the formative and educational reality; the effectiveness of the dialogical action, of the unity, of the systematized organization that aims at the real and permanent change of school’s appearance and that aims at the restoration of humanity and its collaborative spirit. With the results of this investigation, we were able to present a formative proposal for strengthening school coordination and supervision guided by the principles of collaboration as proposed by FreireEsta pesquisa propõe-se a investigar os saberes necessários de formadores para o desenvolvimento de uma prática colaborativa no espaço escolar de acordo com referenciais freireanos. Assume-se que a colaboração no planejamento e na formação de professores pode potencializar o desenvolvimento profissional dos educadores no espaço escolar. O referencial teórico apresentará as proposições de Paulo Freire sobre os saberes necessários para a colaboração entre formadores, destacando a importância das dimensões da ação dialógica, da união, da organização e da síntese cultural. Essa dissertação, com abordagem qualitativa, utilizou a entrevista semiestruturada para a coleta de informações. As entrevistas foram gravadas, transcritas e analisadas. O contexto de investigação foi o espaço de encontro formativo e orientador de escolas da Rede Municipal de Ensino de São Paulo, no qual se encontram o Coordenador Pedagógico e o Supervisor Escolar no exercício de suas atribuições. Os dois sujeitos desta pesquisa foram uma Coordenadora Pedagógica e uma Supervisora Escolar. A análise de dados desta pesquisa demonstrou que os saberes necessários dos formadores para a prática formativa colaborativa podem ser organizados pelas características da Teoria da Ação Dialógica. A ação dialógica na promoção da formação colaborativa pressupõe: a escuta ativa entres os sujeitos formadores e em formação; a liberdade de pensamento; a participação ativa dos sujeitos na construção da pauta formativa; a problematização, desvelamento e investigação crítica e reflexiva da prática educativa/formativa; a tomada de consciência e a conscientização dos reais problemas que afetam o processo educativo/formativo no espaço escolar. A dimensão da união para a formação colaborativa solicita: a comunhão dos sujeitos formadores e em formação; a adesão sincera para discutir e buscar objetivos comuns de forma coletiva e colaborativa; o comprometimento com a emancipação e para a prática da liberdade de todos os integrantes envolvidos no processo formativa/educativo; trocas de experiências, e compartilhamento de dúvidas. A organização para a formação colaborativa requer: uma relação horizontalizada, de humildade, de autoridade, confiança e que busca igualdade entre os sujeitos formadores e em formação; uma prática formativa, educativa, pedagógica, supervisora e administrativa que sejam democráticas e que 9 priorizem o pedagógico e as ações transformadoras na escola e para além de seus muros; a recusa da prática da licenciosidade, do autoritarismo, de ações tecnoburocráticas, e não se submete ao mecanicismo ou a imposições antidialógicas. A síntese cultural para a formação colaborativa pleiteia: a busca da prática da liberdade pedagógica de todos os sujeitos formadores e em formação; o desenvolvimento de ações em sintonia com reais problemas da escolar e da comunidade escolar para o seu real enfrentamento; a busca constante pela transformação da realidade formativa e educativa; a efetivação da ação dialógica, da união, da organização sistematizada que objetive a verdadeira e permanente mudança da cara da escola, e que tenha como propósito a restauração da humanidade e de seu espirito colaborativo. Com os resultados desta investigação, pudemos apresentar indicadores para o fortalecimento da ação formativa da coordenação e supervisão escolar, pautada pela colaboração proposta por FreireporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOPaulo FreireFormaçãoColaboraçãoPaulo FreireTeacher trainingCollaborationA formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanosinfo: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_SPORIGINALWayne Teixeira Gonçalves.pdfapplication/pdf1644966https://repositorio.pucsp.br/xmlui/bitstream/handle/23868/1/Wayne%20Teixeira%20Gon%c3%a7alves.pdf944c3f4d7d3caa2904b5585f84a9504aMD51TEXTWayne Teixeira Gonçalves.pdf.txtWayne Teixeira Gonçalves.pdf.txtExtracted texttext/plain370486https://repositorio.pucsp.br/xmlui/bitstream/handle/23868/2/Wayne%20Teixeira%20Gon%c3%a7alves.pdf.txtf591352d2da50d73485d271a4052190bMD52THUMBNAILWayne Teixeira Gonçalves.pdf.jpgWayne Teixeira Gonçalves.pdf.jpgGenerated Thumbnailimage/jpeg1219https://repositorio.pucsp.br/xmlui/bitstream/handle/23868/3/Wayne%20Teixeira%20Gon%c3%a7alves.pdf.jpg77d45d5d12b0359affe156bfb87afab7MD53handle/238682022-04-19 12:21:00.529oai:repositorio.pucsp.br:handle/23868Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-19T15:21Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
title |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
spellingShingle |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos Gonçalves, Wayne Teixeira CNPQ::CIENCIAS HUMANAS::EDUCACAO Paulo Freire Formação Colaboração Paulo Freire Teacher training Collaboration |
title_short |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
title_full |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
title_fullStr |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
title_full_unstemmed |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
title_sort |
A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos |
author |
Gonçalves, Wayne Teixeira |
author_facet |
Gonçalves, Wayne Teixeira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Saul, Ana Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1924505851256944 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2757685086848941 |
dc.contributor.author.fl_str_mv |
Gonçalves, Wayne Teixeira |
contributor_str_mv |
Saul, Ana Maria |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Paulo Freire Formação Colaboração Paulo Freire Teacher training Collaboration |
dc.subject.por.fl_str_mv |
Paulo Freire Formação Colaboração |
dc.subject.eng.fl_str_mv |
Paulo Freire Teacher training Collaboration |
description |
This research aims to investigate the necessary knowledge available from trainers for the development of a collaborative practice in the school space according to Freirean references. It is assumed that collaboration in planning and teacher training can enhance the professional development of educators in the school environment. The theoretical framework will present Paulo Freire's propositions about the necessary knowledge based on collaboration between trainers, highlighting the importance of dialogical action, unity, organization and cultural synthesis. This dissertation, with a qualitative approach, used semi-structured interviews to collect data. The research context was the formative meeting space and advisor present in the schools of the Municipal Department of Education of São Paulo, in which the Pedagogical Coordinator and the School Supervisor play an important role. The two subjects of this research were a Pedagogical Coordinator and a School Supervisor. The data analysis of this research demonstrated that the trainers' necessary knowledge for collaborative training practice can be organized by the characteristics of the Theory of Dialogical Action. The dialogical action in the promotion of collaborative training presupposes: active listening among teacher trainers and trainees; freedom of thought; the active participation of the subjects in the construction of the formative agenda; the problematization, unveiling and critical and reflective investigation of educational/ training practice; awareness of the real problems that affect the educational/training process in the school space. The dimension of the unity for collaborative training demands: communion of teacher trainers and trainees; sincere adherence to discuss and pursue common goals in a collective and collaborative way; the commitment to emancipation and to the practice of freedom for all members involved in the formative/ educational process; exchanging experiences, and sharing doubts. The organization for collaborative training requires: a horizontal relationship, of humbleness, of authority, trust that seeks equality between the training and under training subjects; a formative, educational, pedagogical, supervisory and administrative practices that are democratic and that prioritize the pedagogical and transformative actions in the school and beyond its walls; the refusal to practice permissiveness, authoritarianism, technobureaucratic actions, and does not submit to mechanism or anti-logic impositions. The cultural synthesis for collaborative training demands: the search for the practice of 11 pedagogical freedom for all the teacher trainers trainees; the development of actions in line with real problems of the school and the school community for their real confrontation; the constant search for the transformation of the formative and educational reality; the effectiveness of the dialogical action, of the unity, of the systematized organization that aims at the real and permanent change of school’s appearance and that aims at the restoration of humanity and its collaborative spirit. With the results of this investigation, we were able to present a formative proposal for strengthening school coordination and supervision guided by the principles of collaboration as proposed by Freire |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-11-03T13:29:09Z |
dc.date.available.fl_str_mv |
2021-11-03T13:29:09Z |
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2021-04-09 |
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Gonçalves, Wayne Teixeira. A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos. 2021. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
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https://repositorio.pucsp.br/jspui/handle/handle/23868 |
identifier_str_mv |
Gonçalves, Wayne Teixeira. A formação colaborativa no trabalho de coordenação pedagógica e supervisão escolar: referenciais freireanos. 2021. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
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