PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC

Detalhes bibliográficos
Autor(a) principal: Faria, Rejane Waiandt Schuwartz de Carvalho
Data de Publicação: 2022
Outros Autores: Magdaleno, Beatriz Vieira
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5029
Resumo: This article aims to discuss the continuing education actions State Elementary Schools teachers in the city of Viçosa/MG from the point of view of the pedagogical coordinators. The methodological proposal is qualitative and the data were produced from questionnaires and semi-structured interviews. After this stage, the data were categorized, based on the description of perceptions and transcription of the dialogues, and analyzed through triangulation with the theoretical framework and with the Policy Cycle approach, the chosen analysis methodology. The analysis of the data produced shows that the continuing education had a technical and descriptive character regarding the BNCC, without opening for critical debates, a situation aggravated by the precariousness of teaching work due to the COVID-19 pandemic. The resolutions dealing with continuing teacher education for the coming years are marked by skills and competences that teachers must have to teach according to the BNCC. The data also point out, despite the adversities, the pedagogical coordinators have a fundamental role in the training of teachers in service and continue to aim at improving the quality of education.
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spelling PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCCPERSPECTIVA DE LOS COORDINADORES PEDAGÓGICOS SOBRE LA FORMACIÓN CONTINUA DOCENTE EN RELACIÓN CON LA BNCCPERSPECTIVA DAS COORDENADORAS PEDAGÓGICAS SOBRE A FORMAÇÃO CONTINUADA DOCENTE QUANTO À BNCCanos iniciais do Ensino FundamentalcurrículoCoordenação Pedagógicaeducação públicaBase Nacional Comum Curricularelementary schoolcurriculumPedagogical Coordinationpublic educationCommon National Curriculum BaseThis article aims to discuss the continuing education actions State Elementary Schools teachers in the city of Viçosa/MG from the point of view of the pedagogical coordinators. The methodological proposal is qualitative and the data were produced from questionnaires and semi-structured interviews. After this stage, the data were categorized, based on the description of perceptions and transcription of the dialogues, and analyzed through triangulation with the theoretical framework and with the Policy Cycle approach, the chosen analysis methodology. The analysis of the data produced shows that the continuing education had a technical and descriptive character regarding the BNCC, without opening for critical debates, a situation aggravated by the precariousness of teaching work due to the COVID-19 pandemic. The resolutions dealing with continuing teacher education for the coming years are marked by skills and competences that teachers must have to teach according to the BNCC. The data also point out, despite the adversities, the pedagogical coordinators have a fundamental role in the training of teachers in service and continue to aim at improving the quality of education.Este artículo tiene como objetivo discutir las acciones de formación permanente de los profesores en los primeros años de la Enseñanza Fundamental en las escuelas públicas de la ciudad de Viçosa/MG, desde la perspectiva de los coordinadores pedagógicos. La propuesta metodológica es cualitativa y los datos fueron producidos a partir de cuestionarios y entrevistas semiestructuradas. Luego de esta etapa, fueron categorizados, a partir de la descripción de las percepciones y transcripción de los diálogos, y analizados a través de la triangulación con el marco teórico y con el enfoque del Ciclo de Política, metodología de análisis elegida. Nuestro análisis de los datos producidos apunta que la formación permanente que se daba hasta entonces tenía un carácter técnico y descriptivo respecto a la BNCC, sin abrirse a debates críticos, situación agravada por la precariedad del trabajo docente a causa de la pandemia de la COVID-19. Las resoluciones que versan sobre la formación continua de los docentes para los próximos años están marcadas por las habilidades y competencias que deben tener los docentes para ejercer la docencia según la Base. Los datos también indican que, a pesar de las adversidades, los coordinadores pedagógicos tienen un papel fundamental en la formación de los docentes en servicio y siguen apuntando a mejorar la calidad de la educación.Este artigo objetiva discutir as ações de formação continuada dos professores dos anos iniciais do Ensino Fundamental das escolas estaduais no município de Viçosa/MG, a partir do o olhar das coordenadoras pedagógicas. A proposta metodológica é de cunho qualitativo e os dados foram produzidos a partir de questionários e entrevistas semiestruturadas. Após essa etapa, foram categorizados, a partir da descrição das percepções e transcrição dos diálogos, e analisados por meio da triangulação com o referencial teórico e com a abordagem do Ciclo de Políticas, metodologia de análise escolhida. Nossa análise sobre os dados produzidos aponta que a formação continuada ocorrida até então teve caráter técnico e descritivo quanto à BNCC, sem abertura para debates críticos, situação agravada pela precarização do trabalho docente devido à pandemia de COVID-19. As resoluções que tratam das formações continuadas docentes para os próximos anos são marcadas por habilidades e competências que os professores devem ter para ensinar de acordo com a Base. Os dados apontam ainda que, apesar das adversidades, as coordenadoras pedagógicas possuem papel fundamental na formação dos docentes em serviço e permanecem almejando a melhoria da qualidade da educação.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-11-15info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/502910.1590/SciELOPreprints.5029porhttps://preprints.scielo.org/index.php/scielo/article/view/5029/9784Copyright (c) 2022 Rejane Waiandt Schuwartz de Carvalho Faria, Beatriz Vieira Magdalenohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFaria, Rejane Waiandt Schuwartz de CarvalhoMagdaleno, Beatriz Vieirareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-11-08T17:24:10Zoai:ops.preprints.scielo.org:preprint/5029Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-11-08T17:24:10SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
PERSPECTIVA DE LOS COORDINADORES PEDAGÓGICOS SOBRE LA FORMACIÓN CONTINUA DOCENTE EN RELACIÓN CON LA BNCC
PERSPECTIVA DAS COORDENADORAS PEDAGÓGICAS SOBRE A FORMAÇÃO CONTINUADA DOCENTE QUANTO À BNCC
title PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
spellingShingle PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
Faria, Rejane Waiandt Schuwartz de Carvalho
anos iniciais do Ensino Fundamental
currículo
Coordenação Pedagógica
educação pública
Base Nacional Comum Curricular
elementary school
curriculum
Pedagogical Coordination
public education
Common National Curriculum Base
title_short PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
title_full PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
title_fullStr PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
title_full_unstemmed PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
title_sort PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC
author Faria, Rejane Waiandt Schuwartz de Carvalho
author_facet Faria, Rejane Waiandt Schuwartz de Carvalho
Magdaleno, Beatriz Vieira
author_role author
author2 Magdaleno, Beatriz Vieira
author2_role author
dc.contributor.author.fl_str_mv Faria, Rejane Waiandt Schuwartz de Carvalho
Magdaleno, Beatriz Vieira
dc.subject.por.fl_str_mv anos iniciais do Ensino Fundamental
currículo
Coordenação Pedagógica
educação pública
Base Nacional Comum Curricular
elementary school
curriculum
Pedagogical Coordination
public education
Common National Curriculum Base
topic anos iniciais do Ensino Fundamental
currículo
Coordenação Pedagógica
educação pública
Base Nacional Comum Curricular
elementary school
curriculum
Pedagogical Coordination
public education
Common National Curriculum Base
description This article aims to discuss the continuing education actions State Elementary Schools teachers in the city of Viçosa/MG from the point of view of the pedagogical coordinators. The methodological proposal is qualitative and the data were produced from questionnaires and semi-structured interviews. After this stage, the data were categorized, based on the description of perceptions and transcription of the dialogues, and analyzed through triangulation with the theoretical framework and with the Policy Cycle approach, the chosen analysis methodology. The analysis of the data produced shows that the continuing education had a technical and descriptive character regarding the BNCC, without opening for critical debates, a situation aggravated by the precariousness of teaching work due to the COVID-19 pandemic. The resolutions dealing with continuing teacher education for the coming years are marked by skills and competences that teachers must have to teach according to the BNCC. The data also point out, despite the adversities, the pedagogical coordinators have a fundamental role in the training of teachers in service and continue to aim at improving the quality of education.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-15
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dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5029
10.1590/SciELOPreprints.5029
url https://preprints.scielo.org/index.php/scielo/preprint/view/5029
identifier_str_mv 10.1590/SciELOPreprints.5029
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5029/9784
dc.rights.driver.fl_str_mv Copyright (c) 2022 Rejane Waiandt Schuwartz de Carvalho Faria, Beatriz Vieira Magdaleno
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Rejane Waiandt Schuwartz de Carvalho Faria, Beatriz Vieira Magdaleno
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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