O coordenador pedagógico e a carta de intenções: do planejamento à ação
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/23555 |
Resumo: | This research aimed at investigating how pedagogical coordinators of the public educational system of the city of São Paulo, working in CEIs (Centros de Educação Infantil – Children Education Centers) and EMEIs (Escolas Municipais de Educação Infantil – Children Education Municipal Schools), elaborate their Letters of Intentions and which are their teacher training objectives. Our specific objectives were: a) Analyze if and how the school training demands are exposed within the coordinators’ Letters of Intentions; b) Identify if the coordinators introduce problematization and teacher practice articulation proposals that could contribute to break away from practices that are incoherent with childhood pedagogy; c) Analyze the coordinators’ conceptions of childhood and curriculum, which are present in their Letters of Intentions; d) Analyze the coordinators’ pedagogical and political proposals, which are present in their Letters of Intentions; e) Investigate how coordinators elaborate training proposals for the school unit, considering context analysis and teachers’ training needs evaluation. Research approach is qualitative (LÜDKE; ANDRÉ, 1986) and data was produced through Conversation Circle (WARSCHAUER, 2017) and analysis of eight Letters of Intentions, which is the document established by Normative Instruction nº02/19, on Children Education Registers (SECRETARIA MUNICIPAL DE EDUCAÇÃO/COPED, 2019). Theoretical references were based on research by Placco; Almeida; Almeida e Placco; Almeida, Placco e Souza; Formosinho; Imbernón; Souza; Tardif, amongst others, and verse on these professionals’ constituted knowledges, presented in their Letters of Intentions and in their speech during Conversation Circle. Analysis allowed us to understand, through the Letters, that the pedagogical coordinators expose their training intentions by using the Currículo da Cidade: Educação Infantil – Curriculum of the City: Children Education (SME/COPED, 2019) and establish relationships with the theory it implies. In training spaces, the coordinators consider articulation with the teachers’ practices and evaluate their groups’ training through context analysis, even if these proposals are explicit in their Letters. Data analysis showed that it is necessary to invest in training spaces where knowledges articulation and the experience of elaborating training intentions, explicit in their Letters of Intentions, could advance into the elaboration of an action plan aiming at building strategies that could improve their intentions, create conditions to deal with daily routines and provide the constitution of their professionalism |
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Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8526854E1Barreto, Doselene Carvalho de Oliveira2021-04-22T13:01:26Z2020-10-19Barreto, Doselene Carvalho de Oliveira. O coordenador pedagógico e a carta de intenções: do planejamento à ação. 2020. 89 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, 2020.https://tede2.pucsp.br/handle/handle/23555This research aimed at investigating how pedagogical coordinators of the public educational system of the city of São Paulo, working in CEIs (Centros de Educação Infantil – Children Education Centers) and EMEIs (Escolas Municipais de Educação Infantil – Children Education Municipal Schools), elaborate their Letters of Intentions and which are their teacher training objectives. Our specific objectives were: a) Analyze if and how the school training demands are exposed within the coordinators’ Letters of Intentions; b) Identify if the coordinators introduce problematization and teacher practice articulation proposals that could contribute to break away from practices that are incoherent with childhood pedagogy; c) Analyze the coordinators’ conceptions of childhood and curriculum, which are present in their Letters of Intentions; d) Analyze the coordinators’ pedagogical and political proposals, which are present in their Letters of Intentions; e) Investigate how coordinators elaborate training proposals for the school unit, considering context analysis and teachers’ training needs evaluation. Research approach is qualitative (LÜDKE; ANDRÉ, 1986) and data was produced through Conversation Circle (WARSCHAUER, 2017) and analysis of eight Letters of Intentions, which is the document established by Normative Instruction nº02/19, on Children Education Registers (SECRETARIA MUNICIPAL DE EDUCAÇÃO/COPED, 2019). Theoretical references were based on research by Placco; Almeida; Almeida e Placco; Almeida, Placco e Souza; Formosinho; Imbernón; Souza; Tardif, amongst others, and verse on these professionals’ constituted knowledges, presented in their Letters of Intentions and in their speech during Conversation Circle. Analysis allowed us to understand, through the Letters, that the pedagogical coordinators expose their training intentions by using the Currículo da Cidade: Educação Infantil – Curriculum of the City: Children Education (SME/COPED, 2019) and establish relationships with the theory it implies. In training spaces, the coordinators consider articulation with the teachers’ practices and evaluate their groups’ training through context analysis, even if these proposals are explicit in their Letters. Data analysis showed that it is necessary to invest in training spaces where knowledges articulation and the experience of elaborating training intentions, explicit in their Letters of Intentions, could advance into the elaboration of an action plan aiming at building strategies that could improve their intentions, create conditions to deal with daily routines and provide the constitution of their professionalismEsta pesquisa teve por objetivo investigar como os coordenadores pedagógicos da rede pública municipal da cidade de São Paulo que atuam em CEIs (Centros de Educação Infantil) e EMEIs (Escolas Municipais de Educação Infantil) elaboram sua Carta de Intenções e com quais objetivos de formação. Os objetivos específicos foram: a) Analisar se e como as demandas formativas da unidade escolar estão presentes na Carta de Intenções elaborada pelo coordenador; b) Identificar se o CP lança propostas de problematização e de articulação das práticas dos professores, que possam contribuir para romper aquelas incoerentes com a pedagogia da infância; c) Analisar as concepções de infância e de currículo das CPs, expressas em suas Cartas de Intenções, d) Analisar as propostas pedagógicas e políticas das CPs, presentes em suas Cartas de Intenções, e) Investigar como o coordenador elabora, a partir do levantamento das necessidades formativas do grupo de professores e da análise do contexto, as propostas de formação para a unidade escolar. A abordagem de pesquisa adotada foi qualitativa (LÜDKE; ANDRÉ,1986) e os procedimentos utilizados para a produção das informações foram: roda de conversa (WARSCHAUER, 2017) e análise de oito Cartas de Intenções, documento estabelecido pela Instrução Normativa de Registro nº02/19, que dispõe sobre registros na Educação Infantil (SECRETARIA MUNICIPAL DE EDUCAÇÃO/COPED, 2019). O Referencial teórico utilizado pautou-se nos trabalhos de Almeida; Almeida e Placco; Almeida, Placco e Souza; Formosinho; Imbernón; Placco; Souza; e Tardif, dentre outros, dialogando com os saberes constituídos por estes profissionais, presentes nas Cartas de Intenções e nas falas. A análise possibilitou que compreendêssemos, por meio das cartas, que as CPs expõem suas intencionalidades formativas utilizando como instrumento o Currículo da Cidade: Educação Infantil (SME/COPED, 2019) e estabelecem a relação com a teoria nele implícita. Nos espaços de formação, as CPs consideram a articulação com as práticas dos professores, levantam necessidades formativas do seu grupo a partir da análise do contexto, ainda que estas propostas não estejam explícitas em suas cartas. A análise dos dados, conforme o referencial teórico, indica a necessidade de um investimento em espaços de formação, nos quais a articulação dos saberes que já possuem, com a experiência de elaborar suas intencionalidades formativas explicitadas nas Cartas de Intenções, possam também avançar para a elaboração de um plano de ação com vistas à construção de estratégias que ampliem essas intencionalidades, criem condições para lidar com o cotidiano, com suas fragilidades presentes na carreira e propiciem a constituição da sua profissionalidadeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53438/Doselene%20Carvalho%20de%20Oliveira%20Barreto.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCoordenadores educacionaisCarta de intençõesPlano de açãoEducational coordinatorsLetter of intentionsAction planCNPQ::CIENCIAS HUMANAS::EDUCACAOO coordenador pedagógico e a carta de intenções: do planejamento à açãoPedagogical Coordinator and the Letter of Intentions: from planning to actinginfo: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_SPTEXTDoselene Carvalho de Oliveira Barreto.pdf.txtDoselene Carvalho de Oliveira Barreto.pdf.txtExtracted texttext/plain201056https://repositorio.pucsp.br/xmlui/bitstream/handle/23555/4/Doselene%20Carvalho%20de%20Oliveira%20Barreto.pdf.txtbf4f09c37fbe90a60d0396cce3c8848eMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
dc.title.alternative.eng.fl_str_mv |
Pedagogical Coordinator and the Letter of Intentions: from planning to acting |
title |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
spellingShingle |
O coordenador pedagógico e a carta de intenções: do planejamento à ação Barreto, Doselene Carvalho de Oliveira Coordenadores educacionais Carta de intenções Plano de ação Educational coordinators Letter of intentions Action plan CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
title_full |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
title_fullStr |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
title_full_unstemmed |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
title_sort |
O coordenador pedagógico e a carta de intenções: do planejamento à ação |
author |
Barreto, Doselene Carvalho de Oliveira |
author_facet |
Barreto, Doselene Carvalho de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8526854E1 |
dc.contributor.author.fl_str_mv |
Barreto, Doselene Carvalho de Oliveira |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
Coordenadores educacionais Carta de intenções Plano de ação |
topic |
Coordenadores educacionais Carta de intenções Plano de ação Educational coordinators Letter of intentions Action plan CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational coordinators Letter of intentions Action plan |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed at investigating how pedagogical coordinators of the public educational system of the city of São Paulo, working in CEIs (Centros de Educação Infantil – Children Education Centers) and EMEIs (Escolas Municipais de Educação Infantil – Children Education Municipal Schools), elaborate their Letters of Intentions and which are their teacher training objectives. Our specific objectives were: a) Analyze if and how the school training demands are exposed within the coordinators’ Letters of Intentions; b) Identify if the coordinators introduce problematization and teacher practice articulation proposals that could contribute to break away from practices that are incoherent with childhood pedagogy; c) Analyze the coordinators’ conceptions of childhood and curriculum, which are present in their Letters of Intentions; d) Analyze the coordinators’ pedagogical and political proposals, which are present in their Letters of Intentions; e) Investigate how coordinators elaborate training proposals for the school unit, considering context analysis and teachers’ training needs evaluation. Research approach is qualitative (LÜDKE; ANDRÉ, 1986) and data was produced through Conversation Circle (WARSCHAUER, 2017) and analysis of eight Letters of Intentions, which is the document established by Normative Instruction nº02/19, on Children Education Registers (SECRETARIA MUNICIPAL DE EDUCAÇÃO/COPED, 2019). Theoretical references were based on research by Placco; Almeida; Almeida e Placco; Almeida, Placco e Souza; Formosinho; Imbernón; Souza; Tardif, amongst others, and verse on these professionals’ constituted knowledges, presented in their Letters of Intentions and in their speech during Conversation Circle. Analysis allowed us to understand, through the Letters, that the pedagogical coordinators expose their training intentions by using the Currículo da Cidade: Educação Infantil – Curriculum of the City: Children Education (SME/COPED, 2019) and establish relationships with the theory it implies. In training spaces, the coordinators consider articulation with the teachers’ practices and evaluate their groups’ training through context analysis, even if these proposals are explicit in their Letters. Data analysis showed that it is necessary to invest in training spaces where knowledges articulation and the experience of elaborating training intentions, explicit in their Letters of Intentions, could advance into the elaboration of an action plan aiming at building strategies that could improve their intentions, create conditions to deal with daily routines and provide the constitution of their professionalism |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-10-19 |
dc.date.accessioned.fl_str_mv |
2021-04-22T13:01:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Barreto, Doselene Carvalho de Oliveira. O coordenador pedagógico e a carta de intenções: do planejamento à ação. 2020. 89 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, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23555 |
identifier_str_mv |
Barreto, Doselene Carvalho de Oliveira. O coordenador pedagógico e a carta de intenções: do planejamento à ação. 2020. 89 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, 2020. |
url |
https://tede2.pucsp.br/handle/handle/23555 |
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info:eu-repo/semantics/openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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