Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores

Detalhes bibliográficos
Autor(a) principal: DINIZ, Camila Castro
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2540
Resumo: This study is linked to the research line “Educational Institutions, Curriculum, Training and Teaching” of the Post-Graduation Program in Education, of Universidade Federal do Maranhão. Its general objective is to analyze the continued formation developed in the Specialization Course in Pedagogical Coordination offered by UFMA and its repercussions on the pedagogical practice of the graduated coordinators. And its specific objectives are to discuss the historical, legal context and the role of the pedagogical coordinator in the school; to understand the relation theory and practice in the formation of the pedagogical coordinator and how this influences in its performance; to analyze the demands that orient the field of the continuous formation of pedagogical coordinators from the National Program of School of Managers and the concretization of this policy, through the Specialization Course in Pedagogical Coordination offered by UFMA. It is a qualitative research, based on the presuppositions of the Historical Materialism Dialectic that seeks the apprehension of the object in its historical, multiple and totality processuality in order to capture the movements, contradictions and perspectives of the transformation of reality. The research field involved 4 municipalities (São Luís, Rosário, Morros and Santa Inês) attended by the Specialization Course in Pedagogical Coordination in Maranhão, the participation of 6 pedagogical coordinators, 6 managers and 12 teachers, totaling 24 subjects surveyed, distributed in 6 participating schools. The instruments chosen for the data collection were documentary analysis, semi-structured interviews and non-participant observation. The theoretical framework consisted of the contributions of authors such as Bruyne (et al., 1991), Gamboa (2012), Kosik (1976), Domingues (2009), Salvador (2000), Franco and Nogueira (2014), Rivas (2007), Medeiros and Rosa (1987), Saviani (2010), Orsolon (2001), Tanuri (2000), Mendes and Rodrigues (2006), Martins (2010) among others. According to the analyzes, it was found that the training received by the Specialization Course in Pedagogical Coordination was positive with important contributions to the formation and practice of the graduates, despite some perceived contradictions. Among them, although there was an understanding of the coordinators researched about their real assignments at school, in their pedagogical practice, we noticed an intensification process of their work that has favored the lack of a greater awareness of these professionals as to their role. In this sense, the function of the pedagogical coordinator needs to be demarcated in the school and the broader goals of this professional training, the base of which is seated in a processing perspective of reality, perhaps only be achieved in the long term, facing a new social and educational project that seeks to break with the existing opposition between capital and labor, which is responsible for increasing the fragmentation of knowledge and the overload of work.
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spelling MORAES, Lélia Cristina Silveira de288460523-15http://lattes.cnpq.br/0326760034146239MORAES, Lélia Cristina Silveira de288460523-15http://lattes.cnpq.br/0326760034146239MELO, Maria Alicehttp://lattes.cnpq.br/8175989249772475CARVALHÊDO, Josania Lima Portelahttp://lattes.cnpq.br/5222974006423062043916413-30http://lattes.cnpq.br/1363444427321981DINIZ, Camila Castro2019-02-26T13:08:42Z2018-12-13DINIZ, Camila Castro. Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores. 2018. 170 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.https://tedebc.ufma.br/jspui/handle/tede/tede/2540This study is linked to the research line “Educational Institutions, Curriculum, Training and Teaching” of the Post-Graduation Program in Education, of Universidade Federal do Maranhão. Its general objective is to analyze the continued formation developed in the Specialization Course in Pedagogical Coordination offered by UFMA and its repercussions on the pedagogical practice of the graduated coordinators. And its specific objectives are to discuss the historical, legal context and the role of the pedagogical coordinator in the school; to understand the relation theory and practice in the formation of the pedagogical coordinator and how this influences in its performance; to analyze the demands that orient the field of the continuous formation of pedagogical coordinators from the National Program of School of Managers and the concretization of this policy, through the Specialization Course in Pedagogical Coordination offered by UFMA. It is a qualitative research, based on the presuppositions of the Historical Materialism Dialectic that seeks the apprehension of the object in its historical, multiple and totality processuality in order to capture the movements, contradictions and perspectives of the transformation of reality. The research field involved 4 municipalities (São Luís, Rosário, Morros and Santa Inês) attended by the Specialization Course in Pedagogical Coordination in Maranhão, the participation of 6 pedagogical coordinators, 6 managers and 12 teachers, totaling 24 subjects surveyed, distributed in 6 participating schools. The instruments chosen for the data collection were documentary analysis, semi-structured interviews and non-participant observation. The theoretical framework consisted of the contributions of authors such as Bruyne (et al., 1991), Gamboa (2012), Kosik (1976), Domingues (2009), Salvador (2000), Franco and Nogueira (2014), Rivas (2007), Medeiros and Rosa (1987), Saviani (2010), Orsolon (2001), Tanuri (2000), Mendes and Rodrigues (2006), Martins (2010) among others. According to the analyzes, it was found that the training received by the Specialization Course in Pedagogical Coordination was positive with important contributions to the formation and practice of the graduates, despite some perceived contradictions. Among them, although there was an understanding of the coordinators researched about their real assignments at school, in their pedagogical practice, we noticed an intensification process of their work that has favored the lack of a greater awareness of these professionals as to their role. In this sense, the function of the pedagogical coordinator needs to be demarcated in the school and the broader goals of this professional training, the base of which is seated in a processing perspective of reality, perhaps only be achieved in the long term, facing a new social and educational project that seeks to break with the existing opposition between capital and labor, which is responsible for increasing the fragmentation of knowledge and the overload of work.O presente estudo vincula-se à linha de pesquisa “Instituições Educativas, Currículo, Formação e Trabalho Docente”, do Programa de Pós-Graduação em Educação, da Universidade Federal do Maranhão. Apresenta como objetivo geral analisar a formação continuada desenvolvida no Curso de Especialização em Coordenação Pedagógica ofertado pela UFMA e suas repercussões sobre a prática pedagógica dos coordenadores egressos. Como objetivos específicos, discutir o contexto histórico, legal e a função do coordenador pedagógico na escola; compreender a relação teoria e prática na formação do coordenador pedagógico e como esta influência na sua atuação; analisar as demandas que norteiam o campo da formação continuada de coordenadores pedagógicos a partir do Programa Nacional Escola de Gestores e a concretização desta política, por meio do Curso de Especialização em Coordenação Pedagógica oferecido pela UFMA. Trata-se de uma pesquisa qualitativa, com base nos pressupostos do Materialismo Histórico Dialético que busca a apreensão do objeto em sua processualidade histórica, múltipla e de totalidade a fim de captar os movimentos, as contradições e perspectivas de transformação da realidade. Seu campo de pesquisa envolveu 4 municípios (São Luís, Rosário, Morros e Santa Inês) atendidos pelo Curso de Especialização em Coordenação Pedagógica no Maranhão, a participação de 6 coordenadores pedagógicos, 6 gestoras e 12 professores, totalizando 24 sujeitos pesquisados, distribuídos em 6 escolas participantes. Os instrumentos escolhidos para a produção dos dados foram a análise documental, as entrevistas semiestruturadas e a observação não participante. O referencial teórico constituiu-se das contribuições de autores como: Bruyne (et al 1991), Gamboa (2012), Kosik (1976), Domingues (2009), Salvador (2000), Franco e Nogueira (2014), Rivas (2007), Medeiros e Rosa (1987), Saviani (2010), Orsolon (2001), Tanuri (2000), Mendes e Rodrigues (2006), Martins (2010) entre outros. De acordo com as analises, constatou-se que a formação recebida pelo Curso de Especialização em Coordenação Pedagógica se revelou positiva com contribuições importantes para a formação e prática dos egressos, apesar de algumas contradições percebidas. Dentre elas, embora houvesse um entendimento dos coordenadores pesquisados sobre as suas reais atribuições no espaço escolar, na sua prática pedagógica, notamos um processo de intensificação do seu trabalho que tem favorecido a falta de uma maior conscientização destes profissionais quanto ao seu papel. Nessa direção, depreendeu-se que a função do coordenador pedagógico necessita estar demarcada na escola e que os objetivos mais amplos de formação deste profissional, cuja base esteja assentada numa perspectiva de transformação da realidade, talvez, só sejam alcançados a longo prazo, perante um novo projeto social e de educação em que se buscará romper com a atual oposição estabelecida entre capital e trabalho, responsável por ampliar a fragmentação do conhecimento e a sobrecarga de trabalho.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2019-02-26T13:08:42Z No. of bitstreams: 1 CamilaDiniz.pdf: 2176430 bytes, checksum: 91aec4f7296ca38772722c20d8c68f89 (MD5)Made available in DSpace on 2019-02-26T13:08:42Z (GMT). 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dc.title.por.fl_str_mv Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
dc.title.alternative.eng.fl_str_mv Ongoing formation and practice of pedagogical coordinators in Maranhão: on the scene the national school program of managers
title Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
spellingShingle Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
DINIZ, Camila Castro
Coordenador pedagógico
Formação continuada
Prática pedagógica
Pedagogical coordinator
Continuing education
Pedagogical practice
Currículo
title_short Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
title_full Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
title_fullStr Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
title_full_unstemmed Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
title_sort Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores
author DINIZ, Camila Castro
author_facet DINIZ, Camila Castro
author_role author
dc.contributor.advisor1.fl_str_mv MORAES, Lélia Cristina Silveira de
dc.contributor.advisor1ID.fl_str_mv 288460523-15
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0326760034146239
dc.contributor.referee1.fl_str_mv MORAES, Lélia Cristina Silveira de
dc.contributor.referee1ID.fl_str_mv 288460523-15
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/0326760034146239
dc.contributor.referee2.fl_str_mv MELO, Maria Alice
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/8175989249772475
dc.contributor.referee3.fl_str_mv CARVALHÊDO, Josania Lima Portela
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/5222974006423062
dc.contributor.authorID.fl_str_mv 043916413-30
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1363444427321981
dc.contributor.author.fl_str_mv DINIZ, Camila Castro
contributor_str_mv MORAES, Lélia Cristina Silveira de
MORAES, Lélia Cristina Silveira de
MELO, Maria Alice
CARVALHÊDO, Josania Lima Portela
dc.subject.por.fl_str_mv Coordenador pedagógico
Formação continuada
Prática pedagógica
topic Coordenador pedagógico
Formação continuada
Prática pedagógica
Pedagogical coordinator
Continuing education
Pedagogical practice
Currículo
dc.subject.eng.fl_str_mv Pedagogical coordinator
Continuing education
Pedagogical practice
dc.subject.cnpq.fl_str_mv Currículo
description This study is linked to the research line “Educational Institutions, Curriculum, Training and Teaching” of the Post-Graduation Program in Education, of Universidade Federal do Maranhão. Its general objective is to analyze the continued formation developed in the Specialization Course in Pedagogical Coordination offered by UFMA and its repercussions on the pedagogical practice of the graduated coordinators. And its specific objectives are to discuss the historical, legal context and the role of the pedagogical coordinator in the school; to understand the relation theory and practice in the formation of the pedagogical coordinator and how this influences in its performance; to analyze the demands that orient the field of the continuous formation of pedagogical coordinators from the National Program of School of Managers and the concretization of this policy, through the Specialization Course in Pedagogical Coordination offered by UFMA. It is a qualitative research, based on the presuppositions of the Historical Materialism Dialectic that seeks the apprehension of the object in its historical, multiple and totality processuality in order to capture the movements, contradictions and perspectives of the transformation of reality. The research field involved 4 municipalities (São Luís, Rosário, Morros and Santa Inês) attended by the Specialization Course in Pedagogical Coordination in Maranhão, the participation of 6 pedagogical coordinators, 6 managers and 12 teachers, totaling 24 subjects surveyed, distributed in 6 participating schools. The instruments chosen for the data collection were documentary analysis, semi-structured interviews and non-participant observation. The theoretical framework consisted of the contributions of authors such as Bruyne (et al., 1991), Gamboa (2012), Kosik (1976), Domingues (2009), Salvador (2000), Franco and Nogueira (2014), Rivas (2007), Medeiros and Rosa (1987), Saviani (2010), Orsolon (2001), Tanuri (2000), Mendes and Rodrigues (2006), Martins (2010) among others. According to the analyzes, it was found that the training received by the Specialization Course in Pedagogical Coordination was positive with important contributions to the formation and practice of the graduates, despite some perceived contradictions. Among them, although there was an understanding of the coordinators researched about their real assignments at school, in their pedagogical practice, we noticed an intensification process of their work that has favored the lack of a greater awareness of these professionals as to their role. In this sense, the function of the pedagogical coordinator needs to be demarcated in the school and the broader goals of this professional training, the base of which is seated in a processing perspective of reality, perhaps only be achieved in the long term, facing a new social and educational project that seeks to break with the existing opposition between capital and labor, which is responsible for increasing the fragmentation of knowledge and the overload of work.
publishDate 2018
dc.date.issued.fl_str_mv 2018-12-13
dc.date.accessioned.fl_str_mv 2019-02-26T13:08:42Z
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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status_str publishedVersion
dc.identifier.citation.fl_str_mv DINIZ, Camila Castro. Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores. 2018. 170 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/2540
identifier_str_mv DINIZ, Camila Castro. Formação continuada e prática de coordenadores pedagógicos no Maranhão: em cena o programa nacional escola de gestores. 2018. 170 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís.
url https://tedebc.ufma.br/jspui/handle/tede/tede/2540
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dc.publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO II/CCSO
publisher.none.fl_str_mv Universidade Federal do Maranhão
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