Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré

Detalhes bibliográficos
Autor(a) principal: SILVA, Valda Ribeiro da Cruz
Data de Publicação: 2023
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/5307
Resumo: This research aimed to analyze the challenges faced by the Coordinators of the Educational Core of SEMED (Municipal Department of Education), in Alto Alegre do Pindaré, regarding the implementation of continuous training for school coordinators within the educational network, aiming to develop theoretical and methodological recommendations that would contribute to the proposition of formative processes for teachers. To achieve this, a collaborative research approach was employed, based on the elements of action research formation. Thus, we selected fourteen pedagogical coordinators from SEMED in Alto Alegre do Pindaré as collaborative participants in the research, who work in various areas of education and segments of Basic Education, Early Childhood Education, Regular and Multigrade Elementary Education, and Youth and Adult Education. The data generation procedures included narrative interviews, pedagogical meetings, and reflective sessions. The interpretation and systematization of the data utilized the writing technique called reflexive narrative. Throughout this investigative journey, we relied on the theoretical contributions of Imbernón (2011), Tardif (2018), Placco (2015), Domingues (2014), André (2016), Freire (2018), Fusari (2011), Ibiapina (2008), Almeida (2015), Garrido (2015), among others, who present conceptions and strategies on continuous training for education professionals, along with other authors who were necessary during the research process. With the support of the research collaborators, it was possible to confirm that pedagogical coordinators, as trainers of trainers within the public education network of the municipality, require greater investment from public authorities in their professional practice, specifically in continuous training to support their personal and professional development. However, it is understood that if the primary action of the pedagogical coordinator is to propose continuous training for educators and ensure the quality of the teaching and learning process, the need for investment in their continuous training is undeniable, both for SEMED and school pedagogical coordinators. Based on the research findings, a collaborative effort was made to systematize a handbook/resource with theoretical and methodological recommendations aimed at proposing formative processes for coordinators/trainers and teachers within the municipal education network.
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spelling FERNANDES, Vanja Maria Dominices Coutinhohttp://lattes.cnpq.br/8685001139434354FERNANDES, Vanja Maria Dominices Coutinhohttp://lattes.cnpq.br/8685001139434354COSTA, Cristiane Dias Martins dahttp://lattes.cnpq.br/6026891702813568FERREIRA, Edith Maria Batistahttp://lattes.cnpq.br/9053574848914591SANTOS, Maria José Albuquerquehttp://lattes.cnpq.br/7813056400960470FARIAS, Isabel Maria Sabino dehttp://lattes.cnpq.br/4537311001790225http://lattes.cnpq.br/6989336741251693SILVA, Valda Ribeiro da Cruz2024-05-27T11:51:49Z2023-12-18SILVA, Valda Ribeiro da Cruz. Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré. 2023. 260 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2023.https://tedebc.ufma.br/jspui/handle/tede/tede/5307This research aimed to analyze the challenges faced by the Coordinators of the Educational Core of SEMED (Municipal Department of Education), in Alto Alegre do Pindaré, regarding the implementation of continuous training for school coordinators within the educational network, aiming to develop theoretical and methodological recommendations that would contribute to the proposition of formative processes for teachers. To achieve this, a collaborative research approach was employed, based on the elements of action research formation. Thus, we selected fourteen pedagogical coordinators from SEMED in Alto Alegre do Pindaré as collaborative participants in the research, who work in various areas of education and segments of Basic Education, Early Childhood Education, Regular and Multigrade Elementary Education, and Youth and Adult Education. The data generation procedures included narrative interviews, pedagogical meetings, and reflective sessions. The interpretation and systematization of the data utilized the writing technique called reflexive narrative. Throughout this investigative journey, we relied on the theoretical contributions of Imbernón (2011), Tardif (2018), Placco (2015), Domingues (2014), André (2016), Freire (2018), Fusari (2011), Ibiapina (2008), Almeida (2015), Garrido (2015), among others, who present conceptions and strategies on continuous training for education professionals, along with other authors who were necessary during the research process. With the support of the research collaborators, it was possible to confirm that pedagogical coordinators, as trainers of trainers within the public education network of the municipality, require greater investment from public authorities in their professional practice, specifically in continuous training to support their personal and professional development. However, it is understood that if the primary action of the pedagogical coordinator is to propose continuous training for educators and ensure the quality of the teaching and learning process, the need for investment in their continuous training is undeniable, both for SEMED and school pedagogical coordinators. Based on the research findings, a collaborative effort was made to systematize a handbook/resource with theoretical and methodological recommendations aimed at proposing formative processes for coordinators/trainers and teachers within the municipal education network.Esta pesquisa teve como objetivo analisar os desafios encontrados pelos coordenadores de Núcleo da SEMED, de Alto Alegre do Pindaré, para a realização de formação continuada para os coordenadores das escolas da rede de ensino, com vista à elaboração de recomendações teórico-metodológicas que contribuíssem para a proposição de processos formativos para os professores. Para tanto, foi realizado uma pesquisa do tipo colaborativa, embasados nos elementos da pesquisa-ação formação. Assim sendo, selecionamos como partícipes colaboradores da pesquisa quatorze coordenadores pedagógicos da SEMED de Alto Alegre do Pindaré, que atuam nas diversas áreas de ensino e segmentos da Educação Básica, Educação Infantil, Ensino Fundamental regular e Multisseriada e Educação de Jovens a Adultos. Os procedimentos utilizados para a geração de dados foram: entrevista narrativa, reuniões pedagógicas e sessões reflexivas. Para intepretação e sistematização dos dados foi utilizado a técnica de escrita denominada narrativa reflexiva. Como aposte teórico no decorrer deste percurso investigativo nos apoiamos nas contribuições de Imbernón (2011), Tardif (2018), Placco (2015), Domingues (2014), André (2016), Freire (2018), Fusari (2011), Ibiapina (2008), Almeida (2015), Garrido (2015) que apresentam concepções e estratégias sobre formação continuada para profissionais da educação, dentre outros autores que durante o processo de pesquisa se fizeram necessário. Com apoio dos colaboradores da pesquisa, foi possível constatar que os coordenadores pedagógicos, enquanto formador de formadores da rede pública de ensino do referido município, necessitam por parte das instâncias públicas, de maior investimento no seu fazer profissional, ou seja, de formação permanente que os subsidiem no seu processo de formação e desenvolvimento tanto pessoal quanto profissional. Todavia, entende-se que se a ação principal do coordenador pedagógico é propor formação continuada aos educadores e zelar pela qualidade do processo de ensino e aprendizagem, é inegável a necessidade de investimento na formação permanente dos mesmos, isto é, para os coordenadores pedagógicos da SEMED e das escolas. Diante dos achados da investigação, foi elaborado/produzido de forma colaborativa a sistematização de um caderno/subsídio com algumas recomendações teórico-metodológicas que contribuíssem para a proposição de processos formativos para os coordenadores/formadores e professores da rede municipal de ensino.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2024-05-27T11:51:49Z No. of bitstreams: 1 VALDARIBEIRODACRUZSILVA.pdf: 18285705 bytes, checksum: 3e38e0ccdc6720b161348b4f2dbf3e6e (MD5)Made available in DSpace on 2024-05-27T11:51:49Z (GMT). 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dc.title.por.fl_str_mv Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
dc.title.alternative.eng.fl_str_mv Pedagogical coordination and continuing education: a dialogue on the proposition of ongoing training at SEMED in Alto Alegre do Pindaré
title Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
spellingShingle Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
SILVA, Valda Ribeiro da Cruz
coordenação pedagógica;
formação continuada;
formação de formadores.
pedagogical coordination;
continuing education;
trainer training.
Educação
Ciências Humanas
title_short Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
title_full Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
title_fullStr Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
title_full_unstemmed Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
title_sort Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré
author SILVA, Valda Ribeiro da Cruz
author_facet SILVA, Valda Ribeiro da Cruz
author_role author
dc.contributor.advisor1.fl_str_mv FERNANDES, Vanja Maria Dominices Coutinho
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8685001139434354
dc.contributor.referee1.fl_str_mv FERNANDES, Vanja Maria Dominices Coutinho
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/8685001139434354
dc.contributor.referee2.fl_str_mv COSTA, Cristiane Dias Martins da
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/6026891702813568
dc.contributor.referee3.fl_str_mv FERREIRA, Edith Maria Batista
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/9053574848914591
dc.contributor.referee4.fl_str_mv SANTOS, Maria José Albuquerque
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/7813056400960470
dc.contributor.referee5.fl_str_mv FARIAS, Isabel Maria Sabino de
dc.contributor.referee5Lattes.fl_str_mv http://lattes.cnpq.br/4537311001790225
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6989336741251693
dc.contributor.author.fl_str_mv SILVA, Valda Ribeiro da Cruz
contributor_str_mv FERNANDES, Vanja Maria Dominices Coutinho
FERNANDES, Vanja Maria Dominices Coutinho
COSTA, Cristiane Dias Martins da
FERREIRA, Edith Maria Batista
SANTOS, Maria José Albuquerque
FARIAS, Isabel Maria Sabino de
dc.subject.por.fl_str_mv coordenação pedagógica;
formação continuada;
formação de formadores.
topic coordenação pedagógica;
formação continuada;
formação de formadores.
pedagogical coordination;
continuing education;
trainer training.
Educação
Ciências Humanas
dc.subject.eng.fl_str_mv pedagogical coordination;
continuing education;
trainer training.
dc.subject.cnpq.fl_str_mv Educação
Ciências Humanas
description This research aimed to analyze the challenges faced by the Coordinators of the Educational Core of SEMED (Municipal Department of Education), in Alto Alegre do Pindaré, regarding the implementation of continuous training for school coordinators within the educational network, aiming to develop theoretical and methodological recommendations that would contribute to the proposition of formative processes for teachers. To achieve this, a collaborative research approach was employed, based on the elements of action research formation. Thus, we selected fourteen pedagogical coordinators from SEMED in Alto Alegre do Pindaré as collaborative participants in the research, who work in various areas of education and segments of Basic Education, Early Childhood Education, Regular and Multigrade Elementary Education, and Youth and Adult Education. The data generation procedures included narrative interviews, pedagogical meetings, and reflective sessions. The interpretation and systematization of the data utilized the writing technique called reflexive narrative. Throughout this investigative journey, we relied on the theoretical contributions of Imbernón (2011), Tardif (2018), Placco (2015), Domingues (2014), André (2016), Freire (2018), Fusari (2011), Ibiapina (2008), Almeida (2015), Garrido (2015), among others, who present conceptions and strategies on continuous training for education professionals, along with other authors who were necessary during the research process. With the support of the research collaborators, it was possible to confirm that pedagogical coordinators, as trainers of trainers within the public education network of the municipality, require greater investment from public authorities in their professional practice, specifically in continuous training to support their personal and professional development. However, it is understood that if the primary action of the pedagogical coordinator is to propose continuous training for educators and ensure the quality of the teaching and learning process, the need for investment in their continuous training is undeniable, both for SEMED and school pedagogical coordinators. Based on the research findings, a collaborative effort was made to systematize a handbook/resource with theoretical and methodological recommendations aimed at proposing formative processes for coordinators/trainers and teachers within the municipal education network.
publishDate 2023
dc.date.issued.fl_str_mv 2023-12-18
dc.date.accessioned.fl_str_mv 2024-05-27T11:51:49Z
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dc.identifier.citation.fl_str_mv SILVA, Valda Ribeiro da Cruz. Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré. 2023. 260 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2023.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/5307
identifier_str_mv SILVA, Valda Ribeiro da Cruz. Coordenação pedagogica e formação continuada: um diálogo sobre a proposição de formação continua na SEMED de Alto Alegre do Pindaré. 2023. 260 f. Dissertação (Programa de Pós-Graduação em Gestão de Ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2023.
url https://tedebc.ufma.br/jspui/handle/tede/tede/5307
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dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO I/CCSO
publisher.none.fl_str_mv Universidade Federal do Maranhão
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