Fatores que favorecem a permanência na coordenação pedagógica: um estudo na perspectiva de coordenadores titulares do cargo

• Autor(a) principal: Silva, Maria Aparecida Costa
• 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/23471
• topic: Coordenadores educacionais; Expectativas profissionais; Ambiente escolar; Educational coordinators; Expectations of pedagogical coordinators; School environment; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research started from my concerns about the constant change of pedagogical coordinators at the time of removal in the municipal schools of São Bernardo do Campo. Although this movement of professionals is guaranteed by the law and happens every two years (Appendix A), it should not be considered desirable since it usually implies discontinuity for work in schools. Even with the transience of most professionals, there are those who entered the first public tender for pedagogical coordinators in 2010 and have been in the same schools for a decade. For this investigation, the general objective was to analyze the factors that favor the permanence of these specialists and, as specific objectives: (1) Identify the intra-school factors that facilitate the permanence of pedagogical coordinators, (2) Identify the extra-school factors that facilitate the permanence of pedagogical coordinators and (3) Identify whether the search for teaching has met the personal needs of the interviewees. The theoretical framework was based on Almeida and Placco (2012); Placco and Souza (2012) and Souza and Almeida (2012), considering that they come from a long investigative path in relation to this professional pedagogical coordinator. The research, with a qualitative approach, used for data collection, questionnaires and semi-structured interviews inspired by the perspective of Szymanski, Almeida and Prandini (2018). Three pedagogical coordinators office holders of the Municipal Network of São Bernardo do Campo were interviewed and, based on their testimonials, it was possible to discuss the research question. Among the results, we highlight the satisfactory socio-professional relationships, the partnership with management and teachers, physical structure and autonomy to work