The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i3.4849 |
Resumo: | This study, which is based on two ongoing researches, addresses issues related to initial training, continuing education and the work of pedagogical coordinators who work in basic education schools. It points out some challenges presented in the training and in the work of the pedagogical coordinator and also other paths for this training at both undergraduate and postgraduate levels. Priority was given to studies that problematize aspects related to the training and the work of those professionals who carry out pedagogical management in primary education schools. This study, of a qualitative nature, with regard to the initial education of the future teachers who can play the role of pedagogical coordinators, privileged as a data collection instrument the semistructured questionnaire, applied to students of the undergraduate degree in Pedagogy of a private university in the State of Rio de Janeiro, Brazil. For the discussion about continuing education, data were collected from the students final works in two universities in Minas Gerais, Brazil, that offered a Lato Sensu Postgraduate Course in Pedagogical Coordination, within the framework of a training policy articulated by the federal government. The results point to weaknesses in the initial training regarding issues related to the role to be played as teacher trainers in basic education schools and concerns of the coordinators already in place in these schools on issues about their daily work which often requires continuous training, working conditions and professional development. |
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The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practiceA formação e o trabalho do coordenador pedagógico: por uma epistemologia da prática coordenativaThis study, which is based on two ongoing researches, addresses issues related to initial training, continuing education and the work of pedagogical coordinators who work in basic education schools. It points out some challenges presented in the training and in the work of the pedagogical coordinator and also other paths for this training at both undergraduate and postgraduate levels. Priority was given to studies that problematize aspects related to the training and the work of those professionals who carry out pedagogical management in primary education schools. This study, of a qualitative nature, with regard to the initial education of the future teachers who can play the role of pedagogical coordinators, privileged as a data collection instrument the semistructured questionnaire, applied to students of the undergraduate degree in Pedagogy of a private university in the State of Rio de Janeiro, Brazil. For the discussion about continuing education, data were collected from the students final works in two universities in Minas Gerais, Brazil, that offered a Lato Sensu Postgraduate Course in Pedagogical Coordination, within the framework of a training policy articulated by the federal government. The results point to weaknesses in the initial training regarding issues related to the role to be played as teacher trainers in basic education schools and concerns of the coordinators already in place in these schools on issues about their daily work which often requires continuous training, working conditions and professional development.Este estudio aborda cuestiones relacionadas a la formación inicial, a la formación continua y al trabajo de coordinadores pedagógicos que actúan en escuelas de educación básica a partir de dos investigaciones en procedimiento. Se resaltan algunos desafíos presentes en la formación y en el trabajo del coordinador pedagógico, presentando otros caminos para esa formación, tanto a nivel universitario como de posgrado. Fueron priorizados estudios que colocan como problema de investigación aspectos relacionados a la formación y al trabajo de los profesionales que ejercen la gestión pedagógica en escuelas de educación básica. De naturaleza cualitativa, este estudio, que se refiere a la formación inicial de profesores futuros coordinadores pedagógicos, privilegió como instrumento de colecta de datos un cuestionario semiestructurado, aplicado a las alumnas de la clase de Licenciatura en Pedagogía de una universidad privada en el estado de Rio de Janeiro, Brasil. Para discutir sobre la formación continua, fueron colectados datos de los Trabajos de Conclusión de Curso de alumnos en dos universidades de Minas Gerais que ofertaron un Curso de Posgrado Lato Sensu en Coordinación Pedagógica, en el ámbito de una política de formación articulada por el gobierno federal. Los resultados indican debilidades en la formación inicial, que se refieren a cuestiones relacionadas al papel para asumirse como formador de profesores en el ámbito de las escuelas de educación básica. Además de preocupaciones provenientes de los coordinadores, que ya se ejercen en esas escuelas, sobre cuestiones que involucran el desarrollo de su trabajo cotidiano y que, muchas veces, exige formación continua, condiciones de trabajo y de desarrollo profesional.Este estudo aborda questões relativas à formação inicial, à formação continuada e ao trabalho de coordenadores pedagógicos que atuam em escolas de educação básica a partir de duas pesquisas em andamento. Apontam-se alguns desafios presentes na formação e no trabalho do coordenador pedagógico, apresentando outros caminhos para essa formação tanto em nível de graduação, como de pós-graduação. Foram priorizados estudos que problematizam aspectos relacionados à formação e ao trabalho dos profissionais que exercem a gestão pedagógica em escolas de educação básica. De natureza qualitativa, este estudo, no que tange à formação inicial dos professores futuros coordenadores pedagógicos, privilegiou como instrumento para a recolha de dados o questionário semiestruturado, aplicado a alunas da turma de Licenciatura em Pedagogia de uma Universidade privada do Estado do Rio de Janeiro, Brasil. Para a discussão sobre a formação continuada, foram coletados dados dos Trabalhos de Conclusão de Curso dos alunos em duas universidades de Minas Gerais que ofertaram um Curso de Pós‑Graduação Lato Sensu em Coordenação Pedagógica, no âmbito de uma política de formação articulada pelo governo federal. Os resultados apontam fragilidades na formação inicial no que se refere a questões relativas ao papel a ser assumido como formador de professores no âmbito das escolas de educação básica e preocupações advindas dos coordenadores já em exercício nessas escolas sobre questões que permeiam o cotidiano do trabalho por esses profissionais desenvolvido e que, muitas vezes, exige formação continuada, condições de trabalho e de desenvolvimento profissional.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-09-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i3.4849https://doi.org/10.34624/id.v11i3.4849Indagatio Didactica; Vol 11 No 3 (2019); 11-26Indagatio Didactica; Vol. 11 Núm. 3 (2019); 11-26Indagatio Didactica; Vol. 11 No 3 (2019); 11-26Indagatio Didactica; vol. 11 n.º 3 (2019); 11-261647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/4849https://proa.ua.pt/index.php/id/article/view/4849/3619Machado, Jane do Carmode Carvalho, Maria Cristina Moraesinfo:eu-repo/semantics/openAccess2023-09-22T10:17:14Zoai:proa.ua.pt:article/4849Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:14.976175Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice A formação e o trabalho do coordenador pedagógico: por uma epistemologia da prática coordenativa |
title |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice |
spellingShingle |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice Machado, Jane do Carmo |
title_short |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice |
title_full |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice |
title_fullStr |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice |
title_full_unstemmed |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice |
title_sort |
The training and the work of the pedagogical coordinator: by an epistemology of the coordinating practice |
author |
Machado, Jane do Carmo |
author_facet |
Machado, Jane do Carmo de Carvalho, Maria Cristina Moraes |
author_role |
author |
author2 |
de Carvalho, Maria Cristina Moraes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Machado, Jane do Carmo de Carvalho, Maria Cristina Moraes |
description |
This study, which is based on two ongoing researches, addresses issues related to initial training, continuing education and the work of pedagogical coordinators who work in basic education schools. It points out some challenges presented in the training and in the work of the pedagogical coordinator and also other paths for this training at both undergraduate and postgraduate levels. Priority was given to studies that problematize aspects related to the training and the work of those professionals who carry out pedagogical management in primary education schools. This study, of a qualitative nature, with regard to the initial education of the future teachers who can play the role of pedagogical coordinators, privileged as a data collection instrument the semistructured questionnaire, applied to students of the undergraduate degree in Pedagogy of a private university in the State of Rio de Janeiro, Brazil. For the discussion about continuing education, data were collected from the students final works in two universities in Minas Gerais, Brazil, that offered a Lato Sensu Postgraduate Course in Pedagogical Coordination, within the framework of a training policy articulated by the federal government. The results point to weaknesses in the initial training regarding issues related to the role to be played as teacher trainers in basic education schools and concerns of the coordinators already in place in these schools on issues about their daily work which often requires continuous training, working conditions and professional development. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v11i3.4849 https://doi.org/10.34624/id.v11i3.4849 |
url |
https://doi.org/10.34624/id.v11i3.4849 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/4849 https://proa.ua.pt/index.php/id/article/view/4849/3619 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 3 (2019); 11-26 Indagatio Didactica; Vol. 11 Núm. 3 (2019); 11-26 Indagatio Didactica; Vol. 11 No 3 (2019); 11-26 Indagatio Didactica; vol. 11 n.º 3 (2019); 11-26 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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