Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional
Main Author: | |
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Publication Date: | 2022 |
Format: | Doctoral thesis |
Language: | por |
Source: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Download full: | https://repositorio.pucsp.br/jspui/handle/handle/25790 |
Summary: | This thesis, with a qualitative approach, focuses on the pedagogical coordinator in professional insertion. This phase requires rapid learning of the profession and may generate insecurity in this professional who often faces the challenges of the position alone and with few references. This insecurity can compromise the quality of the beginner's work (GROPPO; ALMEIDA, 2013). Thus, one opted for a training research, based on the principles of action research (THIOLLENT, 2011). With formative meetings, developed by research-training, a collaborative partnership was established between university-school and between seventeen coordinators with a maximum experience of three years, 25 professors on the verge of taking up the position and the researcher, as mentor of the group. It was presupposed that collaborative partnership and mentoring, as actions of professional induction, provide reflection on the practice to the experienced and subsidies to beginners to face the setbacks of the early career. The general objective of this study was to investigate how the professional insertion of the pedagogical coordinator occurs from the collaborative partnership between experienced and beginner coordinators and from the mentoring, developed by the researcher, conceived as induction actions, and increased through research-education. The specific objectives were: a) to collectively raise, analyze and prioritize the formative needs of the research participants in order to organize and develop the formative meetings; b) identify the factors that promote the collaborative partnership between university-school and between experienced-beginners; c) to understand if and how the collaborative partnership and mentoring reverberated in the performance of the experts; d) to analyze whether and how the actions of induction of this research-training contributed so that beginners had more subsidies to face the challenges of professional insertion. The theoretical framework was based on studies of André (2012), Huberman (1995), Marcelo García (1999, 2010), Wong (2020), among other authors, who deal with induction and related concepts. Foerste (2005), Hargreaves and O'Connor (2018a, 2018b) and Passos (2016), which address collaborative actions. Antolí, Imbernón and Rodríguez (2001), Estrela e Leite (1999), who study training needs. Placco, Almeida and Souza (2015) and Placco and Souza (2006, 2018), among other scholars, who discuss coordination. The data were produced with training meetings, discussion groups, a questionnaire and WhatsApp content. Data analysis is inspired by Prose Analysis (ANDRÉ, 1983). The results revealed precariousness in public education, curtailment of teaching work, and challenges imposed by the pandemic, generating extra obstacles to the pedagogical coordinators' professional insertion. The collaborative university-school partnership made it possible to increase this partnership between experienced-beginners and the realization of mentoring, providing the experienced with a change of practice, and, for the beginners, overcoming adversity. It was concluded that collectively defining the training contents, based on the trainees' training needs, allows for the construction of mutual trust, common goals and shared commitment, favoring collaborative partnership. Experiences and doubts arising from the work context, considered material for shared reflection, provide interaction, an investigative attitude, professional collaboration and learning among equals. As for mentoring, this study indicates its benefit for mentor and stakeholders and the possibility of producing two-way collegiate mentoring |
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Passos, Laurizete Ferraguthttp://lattes.cnpq.br/1852839499967790http://lattes.cnpq.br/1246857573127019Gomboeff, Ana Lucia Madsen2022-03-11T14:17:37Z2022-03-11T14:17:37Z2022-02-07Gomboeff, Ana Lucia Madsen. Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional. 2022. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/25790This thesis, with a qualitative approach, focuses on the pedagogical coordinator in professional insertion. This phase requires rapid learning of the profession and may generate insecurity in this professional who often faces the challenges of the position alone and with few references. This insecurity can compromise the quality of the beginner's work (GROPPO; ALMEIDA, 2013). Thus, one opted for a training research, based on the principles of action research (THIOLLENT, 2011). With formative meetings, developed by research-training, a collaborative partnership was established between university-school and between seventeen coordinators with a maximum experience of three years, 25 professors on the verge of taking up the position and the researcher, as mentor of the group. It was presupposed that collaborative partnership and mentoring, as actions of professional induction, provide reflection on the practice to the experienced and subsidies to beginners to face the setbacks of the early career. The general objective of this study was to investigate how the professional insertion of the pedagogical coordinator occurs from the collaborative partnership between experienced and beginner coordinators and from the mentoring, developed by the researcher, conceived as induction actions, and increased through research-education. The specific objectives were: a) to collectively raise, analyze and prioritize the formative needs of the research participants in order to organize and develop the formative meetings; b) identify the factors that promote the collaborative partnership between university-school and between experienced-beginners; c) to understand if and how the collaborative partnership and mentoring reverberated in the performance of the experts; d) to analyze whether and how the actions of induction of this research-training contributed so that beginners had more subsidies to face the challenges of professional insertion. The theoretical framework was based on studies of André (2012), Huberman (1995), Marcelo García (1999, 2010), Wong (2020), among other authors, who deal with induction and related concepts. Foerste (2005), Hargreaves and O'Connor (2018a, 2018b) and Passos (2016), which address collaborative actions. Antolí, Imbernón and Rodríguez (2001), Estrela e Leite (1999), who study training needs. Placco, Almeida and Souza (2015) and Placco and Souza (2006, 2018), among other scholars, who discuss coordination. The data were produced with training meetings, discussion groups, a questionnaire and WhatsApp content. Data analysis is inspired by Prose Analysis (ANDRÉ, 1983). The results revealed precariousness in public education, curtailment of teaching work, and challenges imposed by the pandemic, generating extra obstacles to the pedagogical coordinators' professional insertion. The collaborative university-school partnership made it possible to increase this partnership between experienced-beginners and the realization of mentoring, providing the experienced with a change of practice, and, for the beginners, overcoming adversity. It was concluded that collectively defining the training contents, based on the trainees' training needs, allows for the construction of mutual trust, common goals and shared commitment, favoring collaborative partnership. Experiences and doubts arising from the work context, considered material for shared reflection, provide interaction, an investigative attitude, professional collaboration and learning among equals. As for mentoring, this study indicates its benefit for mentor and stakeholders and the possibility of producing two-way collegiate mentoringEsta tese, de abordagem qualitativa, concentrou-se no coordenador pedagógico em inserção profissional. Essa fase costuma exigir aprendizagem rápida da profissão e pode gerar insegurança no iniciante que, frequentemente, enfrenta, sozinho e com poucas referências, os desafios do cargo. Essa insegurança pode comprometer a qualidade do trabalho dele (GROPPO; ALMEIDA, 2013). Optou-se, então, por uma pesquisa-formação, baseada nos princípios da pesquisa-ação (THIOLLENT, 2011). Com encontros formativos, desenvolvidos por meio da pesquisa-formação, estabeleceu-se parceria colaborativa entre universidadeescola e entre dezessete coordenadores com experiência máxima de três anos, 25 professores na iminência de assumir o cargo e a pesquisadora, como mentora do grupo. Pressupôs-se que parceria colaborativa e mentoria, como ações de indução profissional, propiciariam reflexão sobre a prática aos experientes e subsídios aos iniciantes para enfrentar os contratempos do início da carreira. O objetivo geral deste estudo foi investigar como ocorre a inserção profissional do coordenador pedagógico a partir da parceria colaborativa entre coordenadores experientes e iniciantes e da mentoria, desenvolvida pela pesquisadora, concebidas como ações de indução, e incrementadas por meio da pesquisa-formação. Os objetivos específicos foram: a) levantar, analisar e priorizar coletivamente as necessidades formativas dos participantes da pesquisa para organizar e desenvolver os encontros formativos; b) identificar os fatores que favorecem a parceria colaborativa entre universidade-escola e entre experientes-iniciantes; c) compreender se e como a parceria colaborativa e a mentoria reverberaram na atuação dos experientes; d) analisar se e como as ações de indução desta pesquisa-formação contribuíram para que os iniciantes tivessem mais subsídios para enfrentar os desafios da inserção profissional. O referencial teórico baseou-se nos estudos de André (2012), Huberman (1995), Marcelo García (1999, 2010), Wong (2020), entre outros autores, que tratam da indução e dos conceitos afins. Foerste (2005), Hargreaves e O’Connor (2018a, 2018b) e Passos (2016) que abordam as ações colaborativas. Antolí, Imbernón e Rodríguez (2001), Estrela e Leite (1999) que estudam as necessidades formativas. Placco, Almeida e Souza (2015) e Placco e Souza (2006, 2018), entre outros estudiosos, que discutem a coordenação. Os dados foram produzidos com encontros formativos, grupos de discussão, questionário e conteúdo do WhatsApp. A análise dos dados inspirou-se na Análise de Prosa (ANDRÉ, 1983). Os resultados revelaram precarização na educação pública, cerceamento do trabalho docente e dificuldades devido à pandemia, gerando obstáculos extras à inserção profissional dos coordenadores. A parceria colaborativa universidade-escola possibilitou o incremento dessa parceria entre experientes-iniciantes e a realização da mentoria, proporcionando aos experientes mudança de prática, e, aos iniciantes, superação em relação às adversidades. Concluiu-se que definir os conteúdos da formação coletivamente, a partir das necessidades formativas dos formandos, permite a construção da confiança mútua, de objetivos comuns e do compromisso partilhado, favorecendo a parceria colaborativa. Experiências e dúvidas advindas do contexto de trabalho, consideradas material de reflexão compartilhada, propiciam interação, postura investigativa, colaboração profissional e aprendizagem entre iguais. Quanto à mentoria, este estudo indica que a mentoria seu benefício para mentor e envolvidos e a possibilidade de produção da mentoria colegiada de mão duplaporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALInserção profissionalCoordenadores experientes e iniciantesPesquisa-formaçãoNecessidades formativasProfessional insertionExperienced coordinators and beginnersCollaborative partnershipMentoringFormative needsParceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissionalCollaborative partnership and mentoring between experts and beginners from research-training: possibilities for professional induction actionsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAna Lucia Madsen Gomboeff.pdf.txtAna Lucia Madsen Gomboeff.pdf.txtExtracted texttext/plain706996https://repositorio.pucsp.br/xmlui/bitstream/handle/25790/2/Ana%20Lucia%20Madsen%20Gomboeff.pdf.txt9ee571f592aa832108b97c92227adee9MD52THUMBNAILAna Lucia Madsen Gomboeff.pdf.jpgAna Lucia Madsen Gomboeff.pdf.jpgGenerated Thumbnailimage/jpeg1155https://repositorio.pucsp.br/xmlui/bitstream/handle/25790/3/Ana%20Lucia%20Madsen%20Gomboeff.pdf.jpg78daf0e8f4df99e6662e292d5b033dc0MD53ORIGINALAna Lucia Madsen Gomboeff.pdfAna Lucia Madsen Gomboeff.pdfapplication/pdf3884930https://repositorio.pucsp.br/xmlui/bitstream/handle/25790/4/Ana%20Lucia%20Madsen%20Gomboeff.pdf21ede6af3498f9c10fb0d180faad755cMD54handle/257902022-04-07 07:57:14.044oai:repositorio.pucsp.br:handle/25790Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-07T10:57:14Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
dc.title.alternative.en_US.fl_str_mv |
Collaborative partnership and mentoring between experts and beginners from research-training: possibilities for professional induction actions |
title |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
spellingShingle |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional Gomboeff, Ana Lucia Madsen CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL Inserção profissional Coordenadores experientes e iniciantes Pesquisa-formação Necessidades formativas Professional insertion Experienced coordinators and beginners Collaborative partnership Mentoring Formative needs |
title_short |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
title_full |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
title_fullStr |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
title_full_unstemmed |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
title_sort |
Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional |
author |
Gomboeff, Ana Lucia Madsen |
author_facet |
Gomboeff, Ana Lucia Madsen |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passos, Laurizete Ferragut |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1852839499967790 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1246857573127019 |
dc.contributor.author.fl_str_mv |
Gomboeff, Ana Lucia Madsen |
contributor_str_mv |
Passos, Laurizete Ferragut |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL Inserção profissional Coordenadores experientes e iniciantes Pesquisa-formação Necessidades formativas Professional insertion Experienced coordinators and beginners Collaborative partnership Mentoring Formative needs |
dc.subject.por.fl_str_mv |
Inserção profissional Coordenadores experientes e iniciantes Pesquisa-formação Necessidades formativas |
dc.subject.eng.fl_str_mv |
Professional insertion Experienced coordinators and beginners Collaborative partnership Mentoring Formative needs |
description |
This thesis, with a qualitative approach, focuses on the pedagogical coordinator in professional insertion. This phase requires rapid learning of the profession and may generate insecurity in this professional who often faces the challenges of the position alone and with few references. This insecurity can compromise the quality of the beginner's work (GROPPO; ALMEIDA, 2013). Thus, one opted for a training research, based on the principles of action research (THIOLLENT, 2011). With formative meetings, developed by research-training, a collaborative partnership was established between university-school and between seventeen coordinators with a maximum experience of three years, 25 professors on the verge of taking up the position and the researcher, as mentor of the group. It was presupposed that collaborative partnership and mentoring, as actions of professional induction, provide reflection on the practice to the experienced and subsidies to beginners to face the setbacks of the early career. The general objective of this study was to investigate how the professional insertion of the pedagogical coordinator occurs from the collaborative partnership between experienced and beginner coordinators and from the mentoring, developed by the researcher, conceived as induction actions, and increased through research-education. The specific objectives were: a) to collectively raise, analyze and prioritize the formative needs of the research participants in order to organize and develop the formative meetings; b) identify the factors that promote the collaborative partnership between university-school and between experienced-beginners; c) to understand if and how the collaborative partnership and mentoring reverberated in the performance of the experts; d) to analyze whether and how the actions of induction of this research-training contributed so that beginners had more subsidies to face the challenges of professional insertion. The theoretical framework was based on studies of André (2012), Huberman (1995), Marcelo García (1999, 2010), Wong (2020), among other authors, who deal with induction and related concepts. Foerste (2005), Hargreaves and O'Connor (2018a, 2018b) and Passos (2016), which address collaborative actions. Antolí, Imbernón and Rodríguez (2001), Estrela e Leite (1999), who study training needs. Placco, Almeida and Souza (2015) and Placco and Souza (2006, 2018), among other scholars, who discuss coordination. The data were produced with training meetings, discussion groups, a questionnaire and WhatsApp content. Data analysis is inspired by Prose Analysis (ANDRÉ, 1983). The results revealed precariousness in public education, curtailment of teaching work, and challenges imposed by the pandemic, generating extra obstacles to the pedagogical coordinators' professional insertion. The collaborative university-school partnership made it possible to increase this partnership between experienced-beginners and the realization of mentoring, providing the experienced with a change of practice, and, for the beginners, overcoming adversity. It was concluded that collectively defining the training contents, based on the trainees' training needs, allows for the construction of mutual trust, common goals and shared commitment, favoring collaborative partnership. Experiences and doubts arising from the work context, considered material for shared reflection, provide interaction, an investigative attitude, professional collaboration and learning among equals. As for mentoring, this study indicates its benefit for mentor and stakeholders and the possibility of producing two-way collegiate mentoring |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-03-11T14:17:37Z |
dc.date.available.fl_str_mv |
2022-03-11T14:17:37Z |
dc.date.issued.fl_str_mv |
2022-02-07 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Gomboeff, Ana Lucia Madsen. Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional. 2022. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/25790 |
identifier_str_mv |
Gomboeff, Ana Lucia Madsen. Parceria colaborativa e mentoria entre experientes e iniciantes a partir da pesquisa-formação: possibilidades de ações de indução profissional. 2022. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
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https://repositorio.pucsp.br/jspui/handle/handle/25790 |
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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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