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: Machado, Vivian de Andrade Torres
• 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
• topic: Coordenador pedagógico; Educação infantil; Formação continuada de professores; Pedagogical coordinator; Childhood education; Kindergarten; Continuing education of teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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