Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/20960 |
Resumo: | One of the alternatives found by pedagogical coordinators to improve the performance of their duties has been to return to university. The Professional Master's in Education: Training of Formators of the Pontifícia Universidade Católica de São Paulo - PUCSP (Formep) has welcomed these professionals who seek theoretical and practical support for the development of their varied attributions, in order to contribute to their professional development. It was based on the assumption that the understanding and challenges of the practice would be contemplated by the moments of theoretical deepening, exchanges of experience and learning of the research of the professional practice of these pedagogical coordinators. The general objective of the research was to investigate the contributions of Formep to the professional development of the pedagogical coordinators of the Municipal Education Network of the city of São Paulo. It was adopted as theoretical reference Marcelo (2009), Vaillantt and Gaibisso (2016), Libâneo (2015), Placco and Almeida (2011, 2012), André (2016). The research was based on the qualitative approach, with data collected through semi-structured interviews with five pedagogical coordinators of this municipal school system and who studied the first three classes of Formep (2013, 2014 and 2015) and analysis of pedagogical documents concerning the creation and regulation of Formep and a municipal law decree that deals with the attributions of these coordinators. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results show that the Professional Masters contributed to the professional development of the pedagogical coordinators, since the main challenges faced by them, the teacher training in the school and the interpersonal relations, were object of reflection and analysis about the role of these coordinators, which led to changes in the Special Action Project (PEA) and the transformation of interpersonal relationships, as well as to active listening and appreciation of teachers. In addition, the research carried out allowed a more critical and reflexive look at the practice and it was given a new meaning, thus resulting in a more investigative attitude towards the work developed in schools by these pedagogical coordinators |
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Passos, Laurizete Ferraguthttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8325392Z6Pacitti, Monie Fernandes2018-04-03T11:16:26Z2018-02-09Pacitti, Monie Fernandes. Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo. 2017. 107 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20960One of the alternatives found by pedagogical coordinators to improve the performance of their duties has been to return to university. The Professional Master's in Education: Training of Formators of the Pontifícia Universidade Católica de São Paulo - PUCSP (Formep) has welcomed these professionals who seek theoretical and practical support for the development of their varied attributions, in order to contribute to their professional development. It was based on the assumption that the understanding and challenges of the practice would be contemplated by the moments of theoretical deepening, exchanges of experience and learning of the research of the professional practice of these pedagogical coordinators. The general objective of the research was to investigate the contributions of Formep to the professional development of the pedagogical coordinators of the Municipal Education Network of the city of São Paulo. It was adopted as theoretical reference Marcelo (2009), Vaillantt and Gaibisso (2016), Libâneo (2015), Placco and Almeida (2011, 2012), André (2016). The research was based on the qualitative approach, with data collected through semi-structured interviews with five pedagogical coordinators of this municipal school system and who studied the first three classes of Formep (2013, 2014 and 2015) and analysis of pedagogical documents concerning the creation and regulation of Formep and a municipal law decree that deals with the attributions of these coordinators. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results show that the Professional Masters contributed to the professional development of the pedagogical coordinators, since the main challenges faced by them, the teacher training in the school and the interpersonal relations, were object of reflection and analysis about the role of these coordinators, which led to changes in the Special Action Project (PEA) and the transformation of interpersonal relationships, as well as to active listening and appreciation of teachers. In addition, the research carried out allowed a more critical and reflexive look at the practice and it was given a new meaning, thus resulting in a more investigative attitude towards the work developed in schools by these pedagogical coordinatorsUma das alternativas encontradas por coordenadores pedagógicos para aperfeiçoar o desempenho de suas funções tem sido o retorno à universidade. O Mestrado Profissional em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo –PUCSP (Formep) tem acolhido esses profissionais que buscam apoio teórico e prático para o desenvolvimento de suas variadas atribuições, de modo a contribuir para o seu desenvolvimento profissional. Partiu-se do pressuposto de que a compreensão e desafios da prática seriam contemplados pelos momentos de aprofundamento teórico, trocas de experiência e aprendizagem da pesquisa da prática profissional desses coordenadores pedagógicos. O objetivo geral da pesquisa foi, então, investigar as contribuições do Formep para o desenvolvimento profissional dos coordenadores pedagógicos da Rede Municipal de Ensino da cidade de São Paulo. Adotou-se como referencial teórico Marcelo (2009), Vaillantt e Gaibisso (2016), Libâneo (2015), Placco e Almeida (2011, 2012), André (2016). A investigação utilizou-se da abordagem qualitativa, com dados coletados por meio de entrevistas semi-estruturadas junto a cinco coordenadores pedagógicos dessa rede municipal de ensino e que cursaram as três primeiras turmas do Formep (2013, 2014 e 2015) e análise de documentos pedagógicos relativos à criação e regulamentação do Formep e de decreto de lei municipal que trata das atribuições desses coordenadores. O método para a análise de dados seguiu os pressupostos da Análise de Prosa (ANDRÉ, 1983). Os resultados obtidos indicam que o Mestrado Profissional contribuiu para o desenvolvimento profissional dos coordenadores pedagógicos, já que os principais desafios por eles enfrentados, a formação dos professores na escola e as relações interpessoais, foram objeto de reflexão e de análise sobre o papel desses coordenadores, o que levou a mudanças no PEA (Projeto Especial de Ação) e na transformação das relações interpessoais, bem como em relação à escuta ativa e valorização dos professores. Além disso, a pesquisa realizada permitiu um olhar mais crítico e reflexivo para a prática e a ela foi dado um novo significado, redundando, assim, numa postura mais investigativa em relação ao trabalho desenvolvido nas escolas por esses coordenadores pedagógicosConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/45113/Monie%20Fernandes%20Pacitti.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoCoordenadores educacionaisProfessores - Formação profissionalMestrado Profissional em Educação: Formação de FormadoresPedagogical coordinatorTeachers - Occupational trainingProfessional Master in Education: Formation of TrainersCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMMestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São PauloProfessional Master in Education Training of Trainers (PUC-SP): contributions to pedagogical coordinators of the Municipal Education Network of São Pauloinfo: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_SPTEXTMonie Fernandes Pacitti.pdf.txtMonie Fernandes Pacitti.pdf.txtExtracted texttext/plain246009https://repositorio.pucsp.br/xmlui/bitstream/handle/20960/4/Monie%20Fernandes%20Pacitti.pdf.txt1ba89486e0f90c555230d6b9a32c93caMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
dc.title.alternative.eng.fl_str_mv |
Professional Master in Education Training of Trainers (PUC-SP): contributions to pedagogical coordinators of the Municipal Education Network of São Paulo |
title |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
spellingShingle |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo Pacitti, Monie Fernandes Coordenadores educacionais Professores - Formação profissional Mestrado Profissional em Educação: Formação de Formadores Pedagogical coordinator Teachers - Occupational training Professional Master in Education: Formation of Trainers CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
title_full |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
title_fullStr |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
title_full_unstemmed |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
title_sort |
Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo |
author |
Pacitti, Monie Fernandes |
author_facet |
Pacitti, Monie Fernandes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passos, Laurizete Ferragut |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8325392Z6 |
dc.contributor.author.fl_str_mv |
Pacitti, Monie Fernandes |
contributor_str_mv |
Passos, Laurizete Ferragut |
dc.subject.eng.fl_str_mv |
Coordenadores educacionais Professores - Formação profissional Mestrado Profissional em Educação: Formação de Formadores Pedagogical coordinator Teachers - Occupational training Professional Master in Education: Formation of Trainers |
topic |
Coordenadores educacionais Professores - Formação profissional Mestrado Profissional em Educação: Formação de Formadores Pedagogical coordinator Teachers - Occupational training Professional Master in Education: Formation of Trainers CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
One of the alternatives found by pedagogical coordinators to improve the performance of their duties has been to return to university. The Professional Master's in Education: Training of Formators of the Pontifícia Universidade Católica de São Paulo - PUCSP (Formep) has welcomed these professionals who seek theoretical and practical support for the development of their varied attributions, in order to contribute to their professional development. It was based on the assumption that the understanding and challenges of the practice would be contemplated by the moments of theoretical deepening, exchanges of experience and learning of the research of the professional practice of these pedagogical coordinators. The general objective of the research was to investigate the contributions of Formep to the professional development of the pedagogical coordinators of the Municipal Education Network of the city of São Paulo. It was adopted as theoretical reference Marcelo (2009), Vaillantt and Gaibisso (2016), Libâneo (2015), Placco and Almeida (2011, 2012), André (2016). The research was based on the qualitative approach, with data collected through semi-structured interviews with five pedagogical coordinators of this municipal school system and who studied the first three classes of Formep (2013, 2014 and 2015) and analysis of pedagogical documents concerning the creation and regulation of Formep and a municipal law decree that deals with the attributions of these coordinators. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results show that the Professional Masters contributed to the professional development of the pedagogical coordinators, since the main challenges faced by them, the teacher training in the school and the interpersonal relations, were object of reflection and analysis about the role of these coordinators, which led to changes in the Special Action Project (PEA) and the transformation of interpersonal relationships, as well as to active listening and appreciation of teachers. In addition, the research carried out allowed a more critical and reflexive look at the practice and it was given a new meaning, thus resulting in a more investigative attitude towards the work developed in schools by these pedagogical coordinators |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-04-03T11:16:26Z |
dc.date.issued.fl_str_mv |
2018-02-09 |
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 |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Pacitti, Monie Fernandes. Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo. 2017. 107 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/20960 |
identifier_str_mv |
Pacitti, Monie Fernandes. Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo. 2017. 107 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017. |
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https://tede2.pucsp.br/handle/handle/20960 |
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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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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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