A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2015 |
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/10252 |
Resumo: | This research aims to investigate how the pedagogical coordinator plans and develops the formation of Municipal School kindergarten teachers (E.M.E.I.s). One of the main Pedagogical Coordinator challenges is to keep focus on their work goal, which is the continuous formation of teachers. This work tries to discuss the task of the Pedagogical Coordinator and the conditions required for this professional activity in order to facilitate the articulation of the school´s political pedagogical project, the collective movements of reflection, the exchange of experiences and the demands related to monitoring the pedagogical action. Based on related studies from the Bank of Theses of Higher Education Personnel Improvement Coordination CAPES website, it is possible to notice that there are more Mastering studies than Doctoral level and from 2012 on, there was an increase in studies concerning such theme. The analyzed researches indicate the crucial role of the pedagogical coordinator as a trainer in schools, demonstrating that they are aware of such assignment, although they have been facing a hard time achieving it, due to bureaucratic, disciplinary and daily factors. The research approach was qualitative and semi-structured interview as data collection procedure. Three pedagogical coordinators who work in EMEIs serving children aged 4 and 5 years old were interviewed and they consider to be able to the focus their work on the continued formation of teachers. The collected data were analyzed in the light of André (1986), Placco (2011), Almeida (2011), Oliveira (2013), Campos (2006), Weiz (2007), Lerner (2007), Marcelo (2012) and Imbernón s works (2010), believing their studies regarding pedagogical coordinator will be critical to this reflection proposal. The findings obtained through the interviews revealed that the early childhood education curriculum has been discussed in EMEIs, permeated by the concept of leadership and children's listening. The factors that facilitate the work of the coordinator as a trainer are to feel they are part of the management team and that this enhances educational work, the use of training strategies as practice theming, double conceptualization, classroom observation with feedbacks to allow a breakthrough in teachers practices |
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André, Marli Eliza Dalmazo Afonso dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8547466A8Machado, Vivian de Andrade Torres2016-04-27T14:48:47Z2015-10-232015-09-28Machado, Vivian de Andrade Torres. The role of the pedagogical coordinator in the formation of teachers of Municipal Schools of Child Education (E.M.E.I.s) of Sao Paulo. 2015. 154 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/10252This research aims to investigate how the pedagogical coordinator plans and develops the formation of Municipal School kindergarten teachers (E.M.E.I.s). One of the main Pedagogical Coordinator challenges is to keep focus on their work goal, which is the continuous formation of teachers. This work tries to discuss the task of the Pedagogical Coordinator and the conditions required for this professional activity in order to facilitate the articulation of the school´s political pedagogical project, the collective movements of reflection, the exchange of experiences and the demands related to monitoring the pedagogical action. Based on related studies from the Bank of Theses of Higher Education Personnel Improvement Coordination CAPES website, it is possible to notice that there are more Mastering studies than Doctoral level and from 2012 on, there was an increase in studies concerning such theme. The analyzed researches indicate the crucial role of the pedagogical coordinator as a trainer in schools, demonstrating that they are aware of such assignment, although they have been facing a hard time achieving it, due to bureaucratic, disciplinary and daily factors. The research approach was qualitative and semi-structured interview as data collection procedure. Three pedagogical coordinators who work in EMEIs serving children aged 4 and 5 years old were interviewed and they consider to be able to the focus their work on the continued formation of teachers. The collected data were analyzed in the light of André (1986), Placco (2011), Almeida (2011), Oliveira (2013), Campos (2006), Weiz (2007), Lerner (2007), Marcelo (2012) and Imbernón s works (2010), believing their studies regarding pedagogical coordinator will be critical to this reflection proposal. The findings obtained through the interviews revealed that the early childhood education curriculum has been discussed in EMEIs, permeated by the concept of leadership and children's listening. The factors that facilitate the work of the coordinator as a trainer are to feel they are part of the management team and that this enhances educational work, the use of training strategies as practice theming, double conceptualization, classroom observation with feedbacks to allow a breakthrough in teachers practicesEsta pesquisa teve por objetivo investigar como o coordenador pedagógico planeja e desenvolve a formação dos professores que atuam nas Escolas Municipais de Educação Infantil de São Paulo (E.M.E.I.s). Um dos maiores desafios impostos à função do Coordenador Pedagógico é manter o foco no seu objeto de trabalho, que é a formação continuada de professores. Busca-se por meio deste trabalho, discutir a tarefa do Coordenador Pedagógico e as condições necessárias para que este profissional atue de modo a favorecer a articulação do Projeto Político Pedagógico da escola, os movimentos coletivos de reflexão, a troca de experiência e as demandas relacionadas ao acompanhamento da ação pedagógica. A partir de estudos correlatos realizados no site do Banco de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior -CAPES, percebe-se que há mais estudos em nível de mestrado do que no nível de doutorado e que, a partir do ano de 2012, houve um aumento nos estudos com esta temática. As pesquisas analisadas apontam para o papel fundamental do coordenador pedagógico como formador nas escolas, demonstrando que eles têm a consciência dessa atribuição, mas têm muita dificuldade em concretizar esse papel, devido aos fatores burocráticos, disciplinares e cotidianos. A abordagem da pesquisa foi qualitativa tendo como procedimento de coleta de dados, entrevistas semiestruturadas. Foram entrevistadas 3 coordenadoras pedagógicas que estão atuando em EMEIs que atendem crianças de 4 e 5 anos, e que consideram conseguir ter o foco de seus trabalhos na formação continuada dos professores. Os dados coletados foram analisados à luz dos trabalhos de André (1986), Placco (2011), Almeida (2011), Oliveira (2013), Campos (2006), Weiz (2007), Lerner (2007), Marcelo (2012), Imbernón (2010), por acreditar que seus estudos sobre o coordenador pedagógico são fundamentais para esta reflexão proposta. Os resultados obtidos por meio da entrevista revelaram que o currículo de Educação Infantil vem sendo discutido nas EMEIs, permeado pela concepção de protagonismo e escutas infantis. Os fatores que facilitam o trabalho do coordenador como formador são sentir-se parte da equipe gestora e que esta valorize o trabalho de formação, e a utilização de estratégias formativas como tematização da prática, dupla conceitualização, observação da sala de aula, com devolutivas que permitam um avanço nas práticas dos professoresapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22469/Vivian%20de%20Andrade%20Torres%20Machado.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBREducaçãoCoordenador pedagógicoEducação infantilFormação continuada de professoresPedagogical coordinatorChildhood educationKindergartenContinuing education of teachersCNPQ::CIENCIAS HUMANAS::EDUCACAOA atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São PauloThe role of the pedagogical coordinator in the formation of teachers of Municipal Schools of Child Education (E.M.E.I.s) of Sao 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_SPTEXTVivian de Andrade Torres Machado.pdf.txtVivian de Andrade Torres Machado.pdf.txtExtracted texttext/plain302742https://repositorio.pucsp.br/xmlui/bitstream/handle/10252/3/Vivian%20de%20Andrade%20Torres%20Machado.pdf.txt84c54a09a20fa0d5e34acba5bb840bccMD53ORIGINALVivian de Andrade Torres Machado.pdfapplication/pdf4845128https://repositorio.pucsp.br/xmlui/bitstream/handle/10252/1/Vivian%20de%20Andrade%20Torres%20Machado.pdf25871f08db7d0272b0269016865df0c2MD51THUMBNAILVivian de Andrade Torres Machado.pdf.jpgVivian de Andrade Torres Machado.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10252/2/Vivian%20de%20Andrade%20Torres%20Machado.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/102522022-04-28 04:33:29.964oai:repositorio.pucsp.br:handle/10252Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T07:33:29Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
dc.title.alternative.eng.fl_str_mv |
The role of the pedagogical coordinator in the formation of teachers of Municipal Schools of Child Education (E.M.E.I.s) of Sao Paulo |
title |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
spellingShingle |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo Machado, Vivian de Andrade Torres Coordenador pedagógico Educação infantil Formação continuada de professores Pedagogical coordinator Childhood education Kindergarten Continuing education of teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
title_full |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
title_fullStr |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
title_full_unstemmed |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
title_sort |
A atuação do coordenador pedagógico na formação de professores das Escolas Municipais de Educação Infantil (E.M.E.I.s) de São Paulo |
author |
Machado, Vivian de Andrade Torres |
author_facet |
Machado, Vivian de Andrade Torres |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8547466A8 |
dc.contributor.author.fl_str_mv |
Machado, Vivian de Andrade Torres |
contributor_str_mv |
André, Marli Eliza Dalmazo Afonso de |
dc.subject.por.fl_str_mv |
Coordenador pedagógico Educação infantil Formação continuada de professores |
topic |
Coordenador pedagógico Educação infantil Formação continuada de professores Pedagogical coordinator Childhood education Kindergarten Continuing education of teachers CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Pedagogical coordinator Childhood education Kindergarten Continuing education of teachers |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to investigate how the pedagogical coordinator plans and develops the formation of Municipal School kindergarten teachers (E.M.E.I.s). One of the main Pedagogical Coordinator challenges is to keep focus on their work goal, which is the continuous formation of teachers. This work tries to discuss the task of the Pedagogical Coordinator and the conditions required for this professional activity in order to facilitate the articulation of the school´s political pedagogical project, the collective movements of reflection, the exchange of experiences and the demands related to monitoring the pedagogical action. Based on related studies from the Bank of Theses of Higher Education Personnel Improvement Coordination CAPES website, it is possible to notice that there are more Mastering studies than Doctoral level and from 2012 on, there was an increase in studies concerning such theme. The analyzed researches indicate the crucial role of the pedagogical coordinator as a trainer in schools, demonstrating that they are aware of such assignment, although they have been facing a hard time achieving it, due to bureaucratic, disciplinary and daily factors. The research approach was qualitative and semi-structured interview as data collection procedure. Three pedagogical coordinators who work in EMEIs serving children aged 4 and 5 years old were interviewed and they consider to be able to the focus their work on the continued formation of teachers. The collected data were analyzed in the light of André (1986), Placco (2011), Almeida (2011), Oliveira (2013), Campos (2006), Weiz (2007), Lerner (2007), Marcelo (2012) and Imbernón s works (2010), believing their studies regarding pedagogical coordinator will be critical to this reflection proposal. The findings obtained through the interviews revealed that the early childhood education curriculum has been discussed in EMEIs, permeated by the concept of leadership and children's listening. The factors that facilitate the work of the coordinator as a trainer are to feel they are part of the management team and that this enhances educational work, the use of training strategies as practice theming, double conceptualization, classroom observation with feedbacks to allow a breakthrough in teachers practices |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-10-23 |
dc.date.issued.fl_str_mv |
2015-09-28 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:48:47Z |
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 |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Machado, Vivian de Andrade Torres. The role of the pedagogical coordinator in the formation of teachers of Municipal Schools of Child Education (E.M.E.I.s) of Sao Paulo. 2015. 154 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10252 |
identifier_str_mv |
Machado, Vivian de Andrade Torres. The role of the pedagogical coordinator in the formation of teachers of Municipal Schools of Child Education (E.M.E.I.s) of Sao Paulo. 2015. 154 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
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https://tede2.pucsp.br/handle/handle/10252 |
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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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BR |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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