Necessidades formativas de coordenadores pedagógicos em município paulista
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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/39548 |
Resumo: | This research arose from some of the researcher's concerns when reflecting on her role as a trainer of pedagogical coordinators who work in the municipal network of Mogi das Cruzes and on the lack of clarity of how the function of the pedagogical coordinator is constituted, what are in fact their attributions and how different types of knowledge are constructed. Among the questions, the question of this research arose: what are the pedagogical coordinators' training needs in order to act as teacher trainers in the municipal schools of Mogi das Cruzes? To answer this question, the general objective of this research was: to understand the training needs of the pedagogical coordinators who work in the municipal network of Mogi das Cruzes, from the perspective of these professionals, as teacher trainers to develop indicators focused on a training project. In light of this general objective, four specific objectives were defined: (1) Identify milestones in the coordinators' personal/professional trajectories as a contribution to their work; (2) Identify the challenges that pedagogical coordinators face in order to develop teachers’ continuing training; (3) Identify how the continuing training of trainers can subsidize pedagogical coordinators to act as teacher trainers; (4) To present, as a research product, indicators for the elaboration of a training project that meets the main training needs of pedagogical coordinators who train teachers. The theoretical framework that encompasses the consistent work of the pedagogical coordinator and the continuing training of this professional was based on authors such as: Almeida (2006; 2012; 2015; 2018), Almeida and Placco (2003; 2009), Almeida and Souza (2015), Clementi (2001), Domingues (2014), Garrido (2001), Geglio (2003), Imbernón (2006), Libâneo (2004), Marcelo Garcia (1999), Nogueira (2014), Nóvoa (2017), Orsolon (2001), Placco, Almeida and Souza (2015), Placco and Silva (2001), Placco and Souza (2006; 2018), Silva and Almeida (2020), Tardif (2014), Vieira (2003) and others. Regarding the understanding of what training needs are, it was based on Pereira and Placco (2001; 2018) and Príncepe (2010). For the purposes of profiling the research subjects, all pedagogical coordinators were invited to answer a questionnaire with questions on personal and professional development. In the second phase, six pedagogical coordinators were interviewed, three with more than three years of experience in this position and three with less than that. The research takes a qualitative approach and the analysis procedures were inspired by Franco's (2003) content analysis. The interviewed coordinators revealed milestones in their personal and professional trajectories that contributed to their performance in the role of PC, challenges they face in exercising teacher training and some impressions and expectations they have about their own continuing training. From the results, some indicators were presented for the elaboration of a training project that meets the main training needs of pedagogical coordinators who train teachers |
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Passarelli, Lilian Maria Ghiurohttp://lattes.cnpq.br/1266427942692895http://lattes.cnpq.br/0003571728743670Siqueira, Tatiane Pereira Costa2023-10-06T15:35:28Z2023-10-06T15:35:28Z2023-04-25Siqueira, Tatiane Pereira Costa. Necessidades formativas de coordenadores pedagógicos em município paulista. 2023. 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, 2023.https://repositorio.pucsp.br/jspui/handle/handle/39548This research arose from some of the researcher's concerns when reflecting on her role as a trainer of pedagogical coordinators who work in the municipal network of Mogi das Cruzes and on the lack of clarity of how the function of the pedagogical coordinator is constituted, what are in fact their attributions and how different types of knowledge are constructed. Among the questions, the question of this research arose: what are the pedagogical coordinators' training needs in order to act as teacher trainers in the municipal schools of Mogi das Cruzes? To answer this question, the general objective of this research was: to understand the training needs of the pedagogical coordinators who work in the municipal network of Mogi das Cruzes, from the perspective of these professionals, as teacher trainers to develop indicators focused on a training project. In light of this general objective, four specific objectives were defined: (1) Identify milestones in the coordinators' personal/professional trajectories as a contribution to their work; (2) Identify the challenges that pedagogical coordinators face in order to develop teachers’ continuing training; (3) Identify how the continuing training of trainers can subsidize pedagogical coordinators to act as teacher trainers; (4) To present, as a research product, indicators for the elaboration of a training project that meets the main training needs of pedagogical coordinators who train teachers. The theoretical framework that encompasses the consistent work of the pedagogical coordinator and the continuing training of this professional was based on authors such as: Almeida (2006; 2012; 2015; 2018), Almeida and Placco (2003; 2009), Almeida and Souza (2015), Clementi (2001), Domingues (2014), Garrido (2001), Geglio (2003), Imbernón (2006), Libâneo (2004), Marcelo Garcia (1999), Nogueira (2014), Nóvoa (2017), Orsolon (2001), Placco, Almeida and Souza (2015), Placco and Silva (2001), Placco and Souza (2006; 2018), Silva and Almeida (2020), Tardif (2014), Vieira (2003) and others. Regarding the understanding of what training needs are, it was based on Pereira and Placco (2001; 2018) and Príncepe (2010). For the purposes of profiling the research subjects, all pedagogical coordinators were invited to answer a questionnaire with questions on personal and professional development. In the second phase, six pedagogical coordinators were interviewed, three with more than three years of experience in this position and three with less than that. The research takes a qualitative approach and the analysis procedures were inspired by Franco's (2003) content analysis. The interviewed coordinators revealed milestones in their personal and professional trajectories that contributed to their performance in the role of PC, challenges they face in exercising teacher training and some impressions and expectations they have about their own continuing training. From the results, some indicators were presented for the elaboration of a training project that meets the main training needs of pedagogical coordinators who train teachersEsta pesquisa surgiu de algumas inquietações da pesquisadora ao refletir sobre sua atuação como formadora dos coordenadores pedagógicos que trabalham na rede municipal de Mogi das Cruzes e sobre a falta de clareza de como a função do coordenador pedagógico se constitui, de quais são de fato suas atribuições e do quanto os diferentes saberes se constroem. Entre os questionamentos surgiu a questão desta pesquisa: quais são as necessidades formativas de coordenadores pedagógicos para a atuação como formadores de professores nas escolas municipais de Mogi das Cruzes? Para responder a essa pergunta, o objetivo geral deste trabalho foi: compreender as necessidades formativas dos coordenadores pedagógicos que atuam na rede municipal de Mogi das Cruzes, sob a perspectivas desses profissionais, como formadores de professores para elaborar indicadores voltados a um projeto formativo. À luz desse objetivo geral, foram definidos quatro objetivos específicos: (1) Identificar marcas das trajetórias pessoais/profissionais dos coordenadores como contribuição para sua atuação; (2) Identificar os desafios que os coordenadores pedagógicos enfrentam para desenvolver a formação continuada com os docentes; (3) Identificar como a formação continuada de formadores pode subsidiar os coordenadores pedagógicos para atuarem como formadores de docentes; (4) Apresentar como produto da pesquisa indicadores para elaboração de um projeto de formação que atenda às principais necessidades formativas de coordenadores pedagógicos formadores de docentes. O referencial teórico que abarca o trabalho consistente do coordenador pedagógico e a formação continuada desse profissional pautou-se em autores como Almeida (2006; 2012; 2015; 2018), Almeida e Placco (2003; 2009), Almeida e Souza (2015), Clementi (2001), Domingues (2014), Garrido (2001), Geglio (2003), Imbernón (2006), Libâneo (2004), Marcelo Garcia (1999), Nogueira (2014), Nóvoa (2017), Orsolon (2001), Placco, Almeida e Souza (2015), Placco e Silva (2001), Placco e Souza (2006; 2018), Silva e Almeida (2020), Tardif (2014), Vieira (2003) e outros. No que tange à compreensão do que são necessidades formativas, fundamentou-se em Pereira e Placco (2001; 2018) e Príncepe (2010). Para fins de caracterização dos sujeitos de pesquisa, todos os coordenadores pedagógicos foram convidados a responder um questionário com questões de cunho pessoal e de caráter voltado ao desenvolvimento profissional. Na segunda fase, a das entrevistas, participaram seis coordenadoras pedagógicas, sendo três com mais de três anos de experiência na função e três com menos. A pesquisa se dá em uma abordagem qualitativa e os procedimentos de análise foram inspirados na análise de conteúdo de Franco (2003). As coordenadoras entrevistadas revelaram marcas de suas trajetórias pessoais e profissionais que contribuíram para a atuação na função de CP, desafios que encontram para exercer a formação dos professores e algumas impressões e expectativas que têm acerca da própria formação continuada. A partir dos resultados, foram apresentados alguns indicadores para elaboração de um projeto de formação que atenda às principais necessidades formativas de coordenadores pedagógicos formadores de docentesporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOCoordenação pedagógicaFormação continuadaNecessidades formativasFormadoresPedagogical coordinationContinuing trainingTraining needsTrainersNecessidades formativas de coordenadores pedagógicos em município paulistaTraining needs of pedagogical coordinators in a city in 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_SPORIGINALTatiane Pereira Costa Siqueira.pdfapplication/pdf837869https://repositorio.pucsp.br/xmlui/bitstream/handle/39548/1/Tatiane%20Pereira%20Costa%20Siqueira.pdf9e5080d05c1c5d6e979cb635758f417aMD51TEXTTatiane Pereira Costa Siqueira.pdf.txtTatiane Pereira Costa Siqueira.pdf.txtExtracted texttext/plain265984https://repositorio.pucsp.br/xmlui/bitstream/handle/39548/2/Tatiane%20Pereira%20Costa%20Siqueira.pdf.txtbd986979e4d4816ff7078c08053a97fcMD52THUMBNAILTatiane Pereira Costa Siqueira.pdf.jpgTatiane Pereira Costa Siqueira.pdf.jpgGenerated Thumbnailimage/jpeg1192https://repositorio.pucsp.br/xmlui/bitstream/handle/39548/3/Tatiane%20Pereira%20Costa%20Siqueira.pdf.jpgbe35f8d02a979dbbcaff2724141e703aMD53handle/395482023-10-13 11:51:34.784oai:repositorio.pucsp.br:handle/39548Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-10-13T14:51:34Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Necessidades formativas de coordenadores pedagógicos em município paulista |
dc.title.alternative.en_US.fl_str_mv |
Training needs of pedagogical coordinators in a city in São Paulo |
title |
Necessidades formativas de coordenadores pedagógicos em município paulista |
spellingShingle |
Necessidades formativas de coordenadores pedagógicos em município paulista Siqueira, Tatiane Pereira Costa CNPQ::CIENCIAS HUMANAS::EDUCACAO Coordenação pedagógica Formação continuada Necessidades formativas Formadores Pedagogical coordination Continuing training Training needs Trainers |
title_short |
Necessidades formativas de coordenadores pedagógicos em município paulista |
title_full |
Necessidades formativas de coordenadores pedagógicos em município paulista |
title_fullStr |
Necessidades formativas de coordenadores pedagógicos em município paulista |
title_full_unstemmed |
Necessidades formativas de coordenadores pedagógicos em município paulista |
title_sort |
Necessidades formativas de coordenadores pedagógicos em município paulista |
author |
Siqueira, Tatiane Pereira Costa |
author_facet |
Siqueira, Tatiane Pereira Costa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passarelli, Lilian Maria Ghiuro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1266427942692895 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0003571728743670 |
dc.contributor.author.fl_str_mv |
Siqueira, Tatiane Pereira Costa |
contributor_str_mv |
Passarelli, Lilian Maria Ghiuro |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Coordenação pedagógica Formação continuada Necessidades formativas Formadores Pedagogical coordination Continuing training Training needs Trainers |
dc.subject.por.fl_str_mv |
Coordenação pedagógica Formação continuada Necessidades formativas Formadores |
dc.subject.eng.fl_str_mv |
Pedagogical coordination Continuing training Training needs Trainers |
description |
This research arose from some of the researcher's concerns when reflecting on her role as a trainer of pedagogical coordinators who work in the municipal network of Mogi das Cruzes and on the lack of clarity of how the function of the pedagogical coordinator is constituted, what are in fact their attributions and how different types of knowledge are constructed. Among the questions, the question of this research arose: what are the pedagogical coordinators' training needs in order to act as teacher trainers in the municipal schools of Mogi das Cruzes? To answer this question, the general objective of this research was: to understand the training needs of the pedagogical coordinators who work in the municipal network of Mogi das Cruzes, from the perspective of these professionals, as teacher trainers to develop indicators focused on a training project. In light of this general objective, four specific objectives were defined: (1) Identify milestones in the coordinators' personal/professional trajectories as a contribution to their work; (2) Identify the challenges that pedagogical coordinators face in order to develop teachers’ continuing training; (3) Identify how the continuing training of trainers can subsidize pedagogical coordinators to act as teacher trainers; (4) To present, as a research product, indicators for the elaboration of a training project that meets the main training needs of pedagogical coordinators who train teachers. The theoretical framework that encompasses the consistent work of the pedagogical coordinator and the continuing training of this professional was based on authors such as: Almeida (2006; 2012; 2015; 2018), Almeida and Placco (2003; 2009), Almeida and Souza (2015), Clementi (2001), Domingues (2014), Garrido (2001), Geglio (2003), Imbernón (2006), Libâneo (2004), Marcelo Garcia (1999), Nogueira (2014), Nóvoa (2017), Orsolon (2001), Placco, Almeida and Souza (2015), Placco and Silva (2001), Placco and Souza (2006; 2018), Silva and Almeida (2020), Tardif (2014), Vieira (2003) and others. Regarding the understanding of what training needs are, it was based on Pereira and Placco (2001; 2018) and Príncepe (2010). For the purposes of profiling the research subjects, all pedagogical coordinators were invited to answer a questionnaire with questions on personal and professional development. In the second phase, six pedagogical coordinators were interviewed, three with more than three years of experience in this position and three with less than that. The research takes a qualitative approach and the analysis procedures were inspired by Franco's (2003) content analysis. The interviewed coordinators revealed milestones in their personal and professional trajectories that contributed to their performance in the role of PC, challenges they face in exercising teacher training and some impressions and expectations they have about their own continuing training. From the results, some indicators were presented for the elaboration of a training project that meets the main training needs of pedagogical coordinators who train teachers |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-06T15:35:28Z |
dc.date.available.fl_str_mv |
2023-10-06T15:35:28Z |
dc.date.issued.fl_str_mv |
2023-04-25 |
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 |
Siqueira, Tatiane Pereira Costa. Necessidades formativas de coordenadores pedagógicos em município paulista. 2023. 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, 2023. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/39548 |
identifier_str_mv |
Siqueira, Tatiane Pereira Costa. Necessidades formativas de coordenadores pedagógicos em município paulista. 2023. 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, 2023. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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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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