A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental

Detalhes bibliográficos
Autor(a) principal: Souza, Taís Luciana de
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/21682
Resumo: Law No. 11.274 / 06 brought a new organization of primary education with a duration of nine years, which led to an increase in the number of six-year-old children enrolled in the first year of primary education, implying a process of re-signification of the pedagogical practices of all who are involved in working with children who have graduated from Early Childhood Education to ensure that these students are able to develop not only as students but as subjects of childhood, which, of course, have not ceased to be. Inserting itself in this context and with the objective of ascertaining how the pedagogical coordinator can articulate the process of continuous formation of the teachers to minimize the implications of the transition of the children that leave the EMEI and join the EMEF, the present research was realized in two schools of the Municipal Education Network of São Paulo, being one of Elementary School and another, of Infantile Education, belonging to the same district and to the same Regional Directorate of Education. The methodological support was the research done through a qualitative study. The research instruments used were semi-structured interviews with the elementary school teachers and with the pedagogical coordinator of the Infantile Education of each school and documentary analysis of the attributions of the pedagogical coordinator, to sustain reflexively the proposition of formative actions. The results show that there is a great concern about the transition of students who leave early childhood education and enter elementary school, however, there is still little care for this process, which continues to be marked by disarticulation and discontinuity of pedagogical work. The research identified that not only the pedagogical coordinators of EMEIs and EMEFs need to provide formations that lead the professionals of the childhood to rethink the questions regarding the transition between the two segments, as well as the pedagogical teams acting in the Regional Directorates of Education. These teams can promote planned spaces that culminate in formative actions between pedagogical coordinators and teachers of Early Childhood Education and Elementary Education, so that the curricular proposals included in the document "Integrative Curriculum of the Paulistan Childhood" become effective and allow the subjects involved to feel part of the transition process in the school curriculum of six-year-olds
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spelling Passarelli, Lílian Maria Ghiurohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K2777113J7Souza, Taís Luciana de2018-12-04T11:49:16Z2018-10-17Souza, Taís Luciana de. A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental. 2018. 110 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, 2018.https://tede2.pucsp.br/handle/handle/21682Law No. 11.274 / 06 brought a new organization of primary education with a duration of nine years, which led to an increase in the number of six-year-old children enrolled in the first year of primary education, implying a process of re-signification of the pedagogical practices of all who are involved in working with children who have graduated from Early Childhood Education to ensure that these students are able to develop not only as students but as subjects of childhood, which, of course, have not ceased to be. Inserting itself in this context and with the objective of ascertaining how the pedagogical coordinator can articulate the process of continuous formation of the teachers to minimize the implications of the transition of the children that leave the EMEI and join the EMEF, the present research was realized in two schools of the Municipal Education Network of São Paulo, being one of Elementary School and another, of Infantile Education, belonging to the same district and to the same Regional Directorate of Education. The methodological support was the research done through a qualitative study. The research instruments used were semi-structured interviews with the elementary school teachers and with the pedagogical coordinator of the Infantile Education of each school and documentary analysis of the attributions of the pedagogical coordinator, to sustain reflexively the proposition of formative actions. The results show that there is a great concern about the transition of students who leave early childhood education and enter elementary school, however, there is still little care for this process, which continues to be marked by disarticulation and discontinuity of pedagogical work. The research identified that not only the pedagogical coordinators of EMEIs and EMEFs need to provide formations that lead the professionals of the childhood to rethink the questions regarding the transition between the two segments, as well as the pedagogical teams acting in the Regional Directorates of Education. These teams can promote planned spaces that culminate in formative actions between pedagogical coordinators and teachers of Early Childhood Education and Elementary Education, so that the curricular proposals included in the document "Integrative Curriculum of the Paulistan Childhood" become effective and allow the subjects involved to feel part of the transition process in the school curriculum of six-year-oldsA Lei nº 11.274/06 trouxe uma nova organização do Ensino Fundamental com duração de nove anos, o que ocasionou um aumento do número de crianças de seis anos matriculadas no 1º ano do Ensino Fundamental, implicando um processo de ressignificação das práticas pedagógicas de todos os envolvidos no trabalho com as crianças egressas da Educação Infantil, para assegurar a esses educandos condições de se desenvolverem, não somente como estudantes, mas como sujeitos da infância, que, naturalmente, ainda não deixaram de ser. Inserindo-se nesse contexto e com o objetivo de averiguar como o coordenador pedagógico pode articular o processo de formação continuada dos docentes para minimizar as implicações da transição das crianças que saem da EMEI e ingressam na EMEF, a presente pesquisa foi realizada em duas escolas da Rede Municipal de Educação de São Paulo, sendo uma de Ensino Fundamental e outra, de Educação Infantil, pertencentes ao mesmo bairro e à mesma Diretoria Regional de Educação. Teve como suporte metodológico a investigação feita por meio de um estudo qualitativo. Os instrumentos de pesquisa utilizados foram entrevistas semiestruturadas com as professoras do Ensino Fundamental e com a coordenadora pedagógica da Educação Infantil de cada escola e análise documental das atribuições do coordenador pedagógico, para sustentar reflexivamente a proposição de ações formativas. Os resultados obtidos apontam que há uma grande preocupação com a transição dos alunos que saem da Educação Infantil e ingressam no Ensino Fundamental, no entanto, ainda são poucos os cuidados com esse processo, que continua marcado pela desarticulação e descontinuidade do trabalho pedagógico. A pesquisa identificou que não apenas os coordenadores pedagógicos de EMEIs e EMEFs precisam oportunizar formações que levem os profissionais da infância a repensarem as questões referentes à transição entre os dois segmentos, como também as equipes pedagógicas atuantes nas Diretorias Regionais de Educação. Essas equipes podem promover espaços planejados que culminem em ações formativas entre coordenadores pedagógicos e docentes de Educação Infantil e do Ensino Fundamental, para que as propostas curriculares que constam no documento “Currículo Integrador da Infância Paulistana” se efetivem e permitam aos sujeitos envolvidos sentirem-se parte do processo de transição presente no percurso escolar das crianças de seis anos de idadeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47520/Ta%c3%ads%20Luciana%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoEnsino fundamentalEducação de criançasCoordenadores educacionaisElementary schoolEarly childhood educationEducational coordinatorsCNPQ::CIENCIAS HUMANAS::EDUCACAOA ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamentalinfo: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_SPTEXTTaís Luciana de Souza.pdf.txtTaís Luciana de Souza.pdf.txtExtracted texttext/plain269676https://repositorio.pucsp.br/xmlui/bitstream/handle/21682/4/Ta%c3%ads%20Luciana%20de%20Souza.pdf.txt8f88943fb68763a43a3297cea2097f6bMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
title A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
spellingShingle A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
Souza, Taís Luciana de
Ensino fundamental
Educação de crianças
Coordenadores educacionais
Elementary school
Early childhood education
Educational coordinators
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
title_full A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
title_fullStr A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
title_full_unstemmed A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
title_sort A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental
author Souza, Taís Luciana de
author_facet Souza, Taís Luciana de
author_role author
dc.contributor.advisor1.fl_str_mv Passarelli, Lílian Maria Ghiuro
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K2777113J7
dc.contributor.author.fl_str_mv Souza, Taís Luciana de
contributor_str_mv Passarelli, Lílian Maria Ghiuro
dc.subject.por.fl_str_mv Ensino fundamental
Educação de crianças
Coordenadores educacionais
topic Ensino fundamental
Educação de crianças
Coordenadores educacionais
Elementary school
Early childhood education
Educational coordinators
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Elementary school
Early childhood education
Educational coordinators
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description Law No. 11.274 / 06 brought a new organization of primary education with a duration of nine years, which led to an increase in the number of six-year-old children enrolled in the first year of primary education, implying a process of re-signification of the pedagogical practices of all who are involved in working with children who have graduated from Early Childhood Education to ensure that these students are able to develop not only as students but as subjects of childhood, which, of course, have not ceased to be. Inserting itself in this context and with the objective of ascertaining how the pedagogical coordinator can articulate the process of continuous formation of the teachers to minimize the implications of the transition of the children that leave the EMEI and join the EMEF, the present research was realized in two schools of the Municipal Education Network of São Paulo, being one of Elementary School and another, of Infantile Education, belonging to the same district and to the same Regional Directorate of Education. The methodological support was the research done through a qualitative study. The research instruments used were semi-structured interviews with the elementary school teachers and with the pedagogical coordinator of the Infantile Education of each school and documentary analysis of the attributions of the pedagogical coordinator, to sustain reflexively the proposition of formative actions. The results show that there is a great concern about the transition of students who leave early childhood education and enter elementary school, however, there is still little care for this process, which continues to be marked by disarticulation and discontinuity of pedagogical work. The research identified that not only the pedagogical coordinators of EMEIs and EMEFs need to provide formations that lead the professionals of the childhood to rethink the questions regarding the transition between the two segments, as well as the pedagogical teams acting in the Regional Directorates of Education. These teams can promote planned spaces that culminate in formative actions between pedagogical coordinators and teachers of Early Childhood Education and Elementary Education, so that the curricular proposals included in the document "Integrative Curriculum of the Paulistan Childhood" become effective and allow the subjects involved to feel part of the transition process in the school curriculum of six-year-olds
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-12-04T11:49:16Z
dc.date.issued.fl_str_mv 2018-10-17
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dc.identifier.citation.fl_str_mv Souza, Taís Luciana de. A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental. 2018. 110 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, 2018.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/21682
identifier_str_mv Souza, Taís Luciana de. A ação formativa do coordenador pedagógico na transição das crianças da Educação Infantil para o Ensino Fundamental. 2018. 110 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, 2018.
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