Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador
Autor(a) principal: | |
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Data de Publicação: | 2013 |
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/9729 |
Resumo: | This study builds on the realization that Pedagogical Coordinators of the Municipal Education System of São Paulo, are not necessarily acting as teacher educators. This study aims at analyzing the necessary conditions for the Pedagogical Coordinator to act as teacher educator, performing in-service training in Municipal schools. The aim of our research has been to analyze the Cadernos de Apoio e Aprendizagem (Learning and Support Workbooks) produced by the Bureau of Education of São Paulo in partnership with Fundação Padre Anchieta, which distribution in the municipal public system started in 2010. Such material aims at giving greater effect to Learning Outcomes by means of planning activities that, organized into teaching units, relate to these outcomes. The material is composed by the Teachers Workbook, the Students Workbook and a complementary Video. Four Pedagogical coordinators whose teachers work in the first years of Primary Education and make use of such Workbooks were subject of the present research. Data gathering was conducted through semi-structured interviews, with theme-based questions. Data analysis was conducted through the construction of double-entry data tables in which the columns contained thematic aspects of the interviews and the lines contained the interviewees answers. Data analysis and interpretation reveals that, although Pedagogical Coordinators are aware that teacher education and Education Bureau policy implementation are among their professional duties, these tend to be partly carried out, or not carried out at all on their daily performance. What prevents it from happening are conditions related to training issues, conjunctural, and structural policies that were here organized into categories of analysis and could, thus, be investigated in further detail. It was concluded that, even with the support of the Bureau of Education, with teaching materials and guarantee of one Pedagogical Coordinator per school, if the basic conditions are not met, the process of in-service training is not carried out. This happens either due to poor conditions provided by the Bureau of Education, or, to the State accountability for personal assignments, which are, therefore, not transferable |
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Almeida, Fernando José dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4325412E8Camargo, Debora Rana de2016-04-27T14:31:09Z2013-09-112013-08-28Camargo, Debora Rana de. Pedagogical coordinators and the constraints of becoming a teacher educator. 2013. 188 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/9729This study builds on the realization that Pedagogical Coordinators of the Municipal Education System of São Paulo, are not necessarily acting as teacher educators. This study aims at analyzing the necessary conditions for the Pedagogical Coordinator to act as teacher educator, performing in-service training in Municipal schools. The aim of our research has been to analyze the Cadernos de Apoio e Aprendizagem (Learning and Support Workbooks) produced by the Bureau of Education of São Paulo in partnership with Fundação Padre Anchieta, which distribution in the municipal public system started in 2010. Such material aims at giving greater effect to Learning Outcomes by means of planning activities that, organized into teaching units, relate to these outcomes. The material is composed by the Teachers Workbook, the Students Workbook and a complementary Video. Four Pedagogical coordinators whose teachers work in the first years of Primary Education and make use of such Workbooks were subject of the present research. Data gathering was conducted through semi-structured interviews, with theme-based questions. Data analysis was conducted through the construction of double-entry data tables in which the columns contained thematic aspects of the interviews and the lines contained the interviewees answers. Data analysis and interpretation reveals that, although Pedagogical Coordinators are aware that teacher education and Education Bureau policy implementation are among their professional duties, these tend to be partly carried out, or not carried out at all on their daily performance. What prevents it from happening are conditions related to training issues, conjunctural, and structural policies that were here organized into categories of analysis and could, thus, be investigated in further detail. It was concluded that, even with the support of the Bureau of Education, with teaching materials and guarantee of one Pedagogical Coordinator per school, if the basic conditions are not met, the process of in-service training is not carried out. This happens either due to poor conditions provided by the Bureau of Education, or, to the State accountability for personal assignments, which are, therefore, not transferableEsta pesquisa partiu da constatação que o coordenador pedagógico da rede municipal de ensino da cidade de São Paulo não necessariamente atua como formador dos professores. O objetivo desta pesquisa foi investigar as condições necessárias para que o coordenador pedagógico da rede municipal de ensino de São Paulo possa vir a atuar como formador de professores, realizando nas escolas a formação contínua em serviço. Foram objeto desta pesquisa os Cadernos de apoio e aprendizagem, produzidos pela Secretaria Municipal de Educação de São Paulo em parceria com a Fundação Padre Anchieta, com distribuição para a rede iniciada em 2010. Este material foi elaborado com a finalidade de dar maior eficácia às Expectativas de Aprendizagem, presentes do documento de Orientações Curriculares, por meio do planejamento de atividades que foram organizadas em unidades didáticas, articuladas às expectativas. Fazem parte deste material o Caderno do professor, o vídeo que complementa as atividades propostas no material gráfico e o Caderno do aluno. Foram sujeitos desta pesquisa quatro coordenadoras pedagógicas da rede municipal de ensino que atendem o ciclo I e cujos professores utilizam o Caderno de apoio e aprendizagem. Para levantamento das informações, foi utilizada a entrevista semiestruturada com as questões organizadas em blocos temáticos. Para a análise dos dados, foram construídos quadros de dupla entrada. Na coluna, foram colocados aspectos dos blocos temáticos das entrevistas e nas linhas as respostas de cada uma das entrevistas. A análise e interpretação dos dados revela que, embora o coordenador pedagógico saiba que dentre as suas atribuições esteja a de ser formador dos professores e a de auxiliar a implantar as políticas definidas por SME-SP à equipe de professores, no dia a dia isso não é realizado ou é realizado parcialmente. O que as impede são condições relativas às questões formativas, conjunturais, estruturais e políticas, que foram aqui organizadas em categorias de análise e assim puderam ser melhor investigadas. Concluiu-se que apesar do apoio de SME, com materiais didáticos e garantia de um coordenador por escola, se as condições básicas não forem garantidas, o processo de formação contínua em serviço não se realiza, seja por pouca condição dada pela SME, seja pela responsabilização ao Estado de atribuições que são de âmbito pessoal e, por isso, intransferíveisapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22737/Debora%20Rana%20de%20Camargo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoFormação dos coordenadores pedagógicosCurrículoMateriais didáticosMultimídiaFormação de professoresPedagogical coordinators educationCurriculumTeaching materialsTeachers educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOCoordenador pedagógico e os condicionantes do ser e do vir a ser um formadorPedagogical coordinators and the constraints of becoming a teacher educatorinfo: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_SPTEXTDebora Rana de Camargo.pdf.txtDebora Rana de Camargo.pdf.txtExtracted texttext/plain455975https://repositorio.pucsp.br/xmlui/bitstream/handle/9729/3/Debora%20Rana%20de%20Camargo.pdf.txt6c8334ab16754390d5f049b1d52da373MD53ORIGINALDebora Rana de Camargo.pdfapplication/pdf1271550https://repositorio.pucsp.br/xmlui/bitstream/handle/9729/1/Debora%20Rana%20de%20Camargo.pdfb864f87529a3bb302f1f69dbf9111118MD51THUMBNAILDebora Rana de Camargo.pdf.jpgDebora Rana de Camargo.pdf.jpgGenerated Thumbnailimage/jpeg3252https://repositorio.pucsp.br/xmlui/bitstream/handle/9729/2/Debora%20Rana%20de%20Camargo.pdf.jpg0fe387db54da14719074cbf65b55cf54MD52handle/97292022-04-27 09:00:00.713oai:repositorio.pucsp.br:handle/9729Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T12:00Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
dc.title.alternative.eng.fl_str_mv |
Pedagogical coordinators and the constraints of becoming a teacher educator |
title |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
spellingShingle |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador Camargo, Debora Rana de Formação dos coordenadores pedagógicos Currículo Materiais didáticos Multimídia Formação de professores Pedagogical coordinators education Curriculum Teaching materials Teachers education CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
title_full |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
title_fullStr |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
title_full_unstemmed |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
title_sort |
Coordenador pedagógico e os condicionantes do ser e do vir a ser um formador |
author |
Camargo, Debora Rana de |
author_facet |
Camargo, Debora Rana de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Fernando José de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4325412E8 |
dc.contributor.author.fl_str_mv |
Camargo, Debora Rana de |
contributor_str_mv |
Almeida, Fernando José de |
dc.subject.por.fl_str_mv |
Formação dos coordenadores pedagógicos Currículo Materiais didáticos Multimídia Formação de professores |
topic |
Formação dos coordenadores pedagógicos Currículo Materiais didáticos Multimídia Formação de professores Pedagogical coordinators education Curriculum Teaching materials Teachers education CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Pedagogical coordinators education Curriculum Teaching materials Teachers education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This study builds on the realization that Pedagogical Coordinators of the Municipal Education System of São Paulo, are not necessarily acting as teacher educators. This study aims at analyzing the necessary conditions for the Pedagogical Coordinator to act as teacher educator, performing in-service training in Municipal schools. The aim of our research has been to analyze the Cadernos de Apoio e Aprendizagem (Learning and Support Workbooks) produced by the Bureau of Education of São Paulo in partnership with Fundação Padre Anchieta, which distribution in the municipal public system started in 2010. Such material aims at giving greater effect to Learning Outcomes by means of planning activities that, organized into teaching units, relate to these outcomes. The material is composed by the Teachers Workbook, the Students Workbook and a complementary Video. Four Pedagogical coordinators whose teachers work in the first years of Primary Education and make use of such Workbooks were subject of the present research. Data gathering was conducted through semi-structured interviews, with theme-based questions. Data analysis was conducted through the construction of double-entry data tables in which the columns contained thematic aspects of the interviews and the lines contained the interviewees answers. Data analysis and interpretation reveals that, although Pedagogical Coordinators are aware that teacher education and Education Bureau policy implementation are among their professional duties, these tend to be partly carried out, or not carried out at all on their daily performance. What prevents it from happening are conditions related to training issues, conjunctural, and structural policies that were here organized into categories of analysis and could, thus, be investigated in further detail. It was concluded that, even with the support of the Bureau of Education, with teaching materials and guarantee of one Pedagogical Coordinator per school, if the basic conditions are not met, the process of in-service training is not carried out. This happens either due to poor conditions provided by the Bureau of Education, or, to the State accountability for personal assignments, which are, therefore, not transferable |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-09-11 |
dc.date.issued.fl_str_mv |
2013-08-28 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:31:09Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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Camargo, Debora Rana de. Pedagogical coordinators and the constraints of becoming a teacher educator. 2013. 188 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/9729 |
identifier_str_mv |
Camargo, Debora Rana de. Pedagogical coordinators and the constraints of becoming a teacher educator. 2013. 188 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
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