O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Paulo Henrique
Data de Publicação: 2017
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/20780
Resumo: This dissertation aims to research, in two municipal preschool in Peruíbe-SP, how each pedagogical coordinator performs the continuous education at their school unit, starting from a teacher's education category called "HTPC em Rede" whose formative theme is prescribed by the Education's managing body. The research is based on the Social-Historical-Cultural Activity Theory, based on the works of Vygotsky (1934), Leontiev (1972) and Engeström (1999) and in the perspective of the critical and reflexive education. This study also considers the studies of Imbernón (2009, 2010), Marcelo (1999), Nóvoa (1992) and Tardif (2014) in the faculty's continuous formation in the school background and centered in the unit. Almeida (2009), André (2008, 2009), Liberali (2014) and Placco (2015) regarding the pedagogical coordinator's function in the continuous education carried out in a critical and reflexive way and Freire (2016) with the perspective of a freeing education and dialogicity. The continuous education in use by the coordinator is a social activity, therefore collective, which requires participation and accountability of all the involved, in a collaborative and dialogical web and in the perspective of a critical education. The research assumes the education of in-service teachers as an activity with the potential of transforming crystallized social historical conditions as well as the prescriptive and vertical education, focused on the former's image. With this work I hope to add to the deepening of the reflection towards the teacher's continuous education, notably in the Hours of Collective Pedagogical Work (HTPC), on the perspective that this formative space may become critical and collaborative, taking the demands and context of each school and acting faculty in consideration. Thus, I present in the end of the study a proposal of education that involves all the professionals acting with the teaching education in the Education's Municipal Secretariat of Peruíbe-SP, based on the concept of Creative Chain proposed by Liberali (2010, 2011)
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spelling Liberali, Fernanda CoelhoRodrigues, Paulo Henrique2018-01-22T11:34:05Z2017-12-18Rodrigues, Paulo Henrique. O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”. 2017. 154 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20780This dissertation aims to research, in two municipal preschool in Peruíbe-SP, how each pedagogical coordinator performs the continuous education at their school unit, starting from a teacher's education category called "HTPC em Rede" whose formative theme is prescribed by the Education's managing body. The research is based on the Social-Historical-Cultural Activity Theory, based on the works of Vygotsky (1934), Leontiev (1972) and Engeström (1999) and in the perspective of the critical and reflexive education. This study also considers the studies of Imbernón (2009, 2010), Marcelo (1999), Nóvoa (1992) and Tardif (2014) in the faculty's continuous formation in the school background and centered in the unit. Almeida (2009), André (2008, 2009), Liberali (2014) and Placco (2015) regarding the pedagogical coordinator's function in the continuous education carried out in a critical and reflexive way and Freire (2016) with the perspective of a freeing education and dialogicity. The continuous education in use by the coordinator is a social activity, therefore collective, which requires participation and accountability of all the involved, in a collaborative and dialogical web and in the perspective of a critical education. The research assumes the education of in-service teachers as an activity with the potential of transforming crystallized social historical conditions as well as the prescriptive and vertical education, focused on the former's image. With this work I hope to add to the deepening of the reflection towards the teacher's continuous education, notably in the Hours of Collective Pedagogical Work (HTPC), on the perspective that this formative space may become critical and collaborative, taking the demands and context of each school and acting faculty in consideration. Thus, I present in the end of the study a proposal of education that involves all the professionals acting with the teaching education in the Education's Municipal Secretariat of Peruíbe-SP, based on the concept of Creative Chain proposed by Liberali (2010, 2011)Esta dissertação tem por objetivo investigar, em duas escolas públicas de Educação Infantil da rede municipal de ensino de Peruíbe-SP, como cada coordenador pedagógico realiza a formação contínua em sua unidade escolar, a partir de uma modalidade de formação de professores denominada “HTPC em Rede”, cujo tema formativo é prescrito pelo órgão gestor da Educação. A pesquisa fundamenta-se na Teoria da Atividade Sócio-Histórico-Cultural, fruto dos trabalhos de Vygotsky (1934), Leontiev (1972) e Engeström (1999) e na perspectiva da formação crítica e reflexiva de educadores. Contribuem e compõem o arcabouço teórico deste trabalho os estudos de Imbernón (2009, 2010), Marcelo (1999), Nóvoa (1992) e Tardif (2014) no tocante à formação continuada do docente no contexto escolar e centrada na escola, além de Almeida (2009), André (2008, 2009), Liberali (2014) e Placco (2015), com relação ao papel do coordenador pedagógico na formação contínua realizada de maneira crítica e reflexiva, e Freire (2016) com a perspectiva da educação libertadora e da dialogicidade. A formação contínua em serviço realizada pelo coordenador é atividade social, portanto, coletiva, que requer a participação e responsabilização de todos os envolvidos numa rede colaborativa e dialógica e na perspectiva da formação crítica. A pesquisa assume a formação de docentes em serviço como uma atividade que tem potencialidade transformadora das condições sociais e históricas cristalizadas e da formação prescritiva e verticalizada, centrada na figura do formador. Com este trabalho esperamos contribuir para o aprofundamento da reflexão acerca da formação contínua de professores, notadamente no Horário de Trabalho Pedagógico Coletivo (HTPC), na perspectiva de que esse espaço formativo possa tornar-se crítico e colaborativo, atendendo às demandas e ao contexto de cada escola e de seus atores. Assim, apresentamos ao final do estudo uma proposta de formação que envolva todos os profissionais que atuam com a formação docente na Secretaria Municipal de Educação de Peruíbe- SP, a partir do conceito de Cadeia Criativa (LIBERALI, 2010, 2011)application/pdfhttp://tede2.pucsp.br/tede/retrieve/44529/Paulo%20Henrique%20Rodrigues.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoEducação permanenteCoordenadores educacionaisHorário de Trabalho Pedagógico ColetivoContinuing educationEducational coordinatorsHours of Collective Pedagogical WorkCNPQ::CIENCIAS HUMANAS::EDUCACAOO coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”info: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_SPTEXTPaulo Henrique Rodrigues.pdf.txtPaulo Henrique Rodrigues.pdf.txtExtracted texttext/plain303048https://repositorio.pucsp.br/xmlui/bitstream/handle/20780/5/Paulo%20Henrique%20Rodrigues.pdf.txt7bba358547e03cf737d23e6d8621c7a9MD55ORIGINALPaulo Henrique Rodrigues.pdfPaulo Henrique Rodrigues.pdfapplication/pdf4020359https://repositorio.pucsp.br/xmlui/bitstream/handle/20780/2/Paulo%20Henrique%20Rodrigues.pdf9a1ddb91bc5d9b3f0e21d9f1005fb936MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
title O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
spellingShingle O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
Rodrigues, Paulo Henrique
Educação permanente
Coordenadores educacionais
Horário de Trabalho Pedagógico Coletivo
Continuing education
Educational coordinators
Hours of Collective Pedagogical Work
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
title_full O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
title_fullStr O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
title_full_unstemmed O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
title_sort O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”
author Rodrigues, Paulo Henrique
author_facet Rodrigues, Paulo Henrique
author_role author
dc.contributor.advisor1.fl_str_mv Liberali, Fernanda Coelho
dc.contributor.author.fl_str_mv Rodrigues, Paulo Henrique
contributor_str_mv Liberali, Fernanda Coelho
dc.subject.por.fl_str_mv Educação permanente
Coordenadores educacionais
Horário de Trabalho Pedagógico Coletivo
topic Educação permanente
Coordenadores educacionais
Horário de Trabalho Pedagógico Coletivo
Continuing education
Educational coordinators
Hours of Collective Pedagogical Work
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Continuing education
Educational coordinators
Hours of Collective Pedagogical Work
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This dissertation aims to research, in two municipal preschool in Peruíbe-SP, how each pedagogical coordinator performs the continuous education at their school unit, starting from a teacher's education category called "HTPC em Rede" whose formative theme is prescribed by the Education's managing body. The research is based on the Social-Historical-Cultural Activity Theory, based on the works of Vygotsky (1934), Leontiev (1972) and Engeström (1999) and in the perspective of the critical and reflexive education. This study also considers the studies of Imbernón (2009, 2010), Marcelo (1999), Nóvoa (1992) and Tardif (2014) in the faculty's continuous formation in the school background and centered in the unit. Almeida (2009), André (2008, 2009), Liberali (2014) and Placco (2015) regarding the pedagogical coordinator's function in the continuous education carried out in a critical and reflexive way and Freire (2016) with the perspective of a freeing education and dialogicity. The continuous education in use by the coordinator is a social activity, therefore collective, which requires participation and accountability of all the involved, in a collaborative and dialogical web and in the perspective of a critical education. The research assumes the education of in-service teachers as an activity with the potential of transforming crystallized social historical conditions as well as the prescriptive and vertical education, focused on the former's image. With this work I hope to add to the deepening of the reflection towards the teacher's continuous education, notably in the Hours of Collective Pedagogical Work (HTPC), on the perspective that this formative space may become critical and collaborative, taking the demands and context of each school and acting faculty in consideration. Thus, I present in the end of the study a proposal of education that involves all the professionals acting with the teaching education in the Education's Municipal Secretariat of Peruíbe-SP, based on the concept of Creative Chain proposed by Liberali (2010, 2011)
publishDate 2017
dc.date.issued.fl_str_mv 2017-12-18
dc.date.accessioned.fl_str_mv 2018-01-22T11:34:05Z
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dc.identifier.citation.fl_str_mv Rodrigues, Paulo Henrique. O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”. 2017. 154 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/20780
identifier_str_mv Rodrigues, Paulo Henrique. O coordenador pedagógico no município de Peruíbe-SP e seu papel frente ao “HTPC em Rede”. 2017. 154 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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