Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/16801 |
Resumo: | The continuous training of basic education teachers in Brazil has often been applied in an insufficient and punctual manner, with implications for the promotion of productive learning and student permanence in school. This framework contributes significantly to the recognition that the professional constitution of pedagogical coordinators regarding their initial and continuing training, pedagogical knowledge and practices, as well as their role as teacher trainers, should be assessed in its broad dimensions. The study object of this research is the initial formation of pedagogical coordinators, applying as reference the construction of their professional identity and pedagogical practices. The research locus was the Ceará State High School Network - 5th Regional Coordination of Education Development - Tianguá (CE). General objective: to investigate initial pedagogical coordinator formation, applying as reference the construction of their professional identity and pedagogical practices, based on specialized literature on the subject and reflections of coordinators from the Ceará State High School, 5th CREDE - Tianguá - CE; specific objectives: to identify and analyse the profiles, focusing on initial and continuous training and experiences, that reveal the professionals that work in the pedagogical coordination of the Ceará State High School Network, 5th Crede - Tianguá - CE; to analyze coordinator conceptions from the Ceará State High School Network, 5th CREDE - Tianguá - CE; regarding their work as teacher trainers and their pedagogical practices. The research was developed in light of a qualitative approach and based on historical-dialectical materialism. Four education professionals occupying positions in a school coordinator commission were the subjects of this research. The research instrument consisted in a semi-structured interview and, regarding the data analysis, a content analysis from Bardin's (1977) perspective was carried out. This study revealed that pedagogical coordinators apply their theoretical-practical experiences, especially as teachers, to build their professional identity, pedagogical practices and work mediation as teacher trainers. Above all, it was considered, that the theoretical-practical elements concerning pedagogical coordination in their initial formation are sparsely explored and problematized |
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Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicasCoordenador pedagógicoFormação inicialLicenciaturasPedagogiaIdentidade profissionalPrática pedagógicaFormação docentePedagogical coordinatorInitial formationBachelor's degreesPedagogyPedagogical practiceTeacher trainingCoordinador pedagógicoFormación inicialPedagogíaIdentidad profesionalPráctica pedagógicaFormación docenteRede Estadual de Ensino Médio -- Tianguá CEPráticas pedagógicasCoordenadores pedagógicos -- Formação inicialProfessional identityCNPQ::CIENCIAS HUMANAS::EDUCACAOThe continuous training of basic education teachers in Brazil has often been applied in an insufficient and punctual manner, with implications for the promotion of productive learning and student permanence in school. This framework contributes significantly to the recognition that the professional constitution of pedagogical coordinators regarding their initial and continuing training, pedagogical knowledge and practices, as well as their role as teacher trainers, should be assessed in its broad dimensions. The study object of this research is the initial formation of pedagogical coordinators, applying as reference the construction of their professional identity and pedagogical practices. The research locus was the Ceará State High School Network - 5th Regional Coordination of Education Development - Tianguá (CE). General objective: to investigate initial pedagogical coordinator formation, applying as reference the construction of their professional identity and pedagogical practices, based on specialized literature on the subject and reflections of coordinators from the Ceará State High School, 5th CREDE - Tianguá - CE; specific objectives: to identify and analyse the profiles, focusing on initial and continuous training and experiences, that reveal the professionals that work in the pedagogical coordination of the Ceará State High School Network, 5th Crede - Tianguá - CE; to analyze coordinator conceptions from the Ceará State High School Network, 5th CREDE - Tianguá - CE; regarding their work as teacher trainers and their pedagogical practices. The research was developed in light of a qualitative approach and based on historical-dialectical materialism. Four education professionals occupying positions in a school coordinator commission were the subjects of this research. The research instrument consisted in a semi-structured interview and, regarding the data analysis, a content analysis from Bardin's (1977) perspective was carried out. This study revealed that pedagogical coordinators apply their theoretical-practical experiences, especially as teachers, to build their professional identity, pedagogical practices and work mediation as teacher trainers. Above all, it was considered, that the theoretical-practical elements concerning pedagogical coordination in their initial formation are sparsely explored and problematizedNenhumaA formação contínua dos professores na educação básica, no Brasil, tem sido efetivada, muitas vezes, de modo insuficiente, pontual e com implicações na promoção de uma aprendizagem produtiva e na permanência dos alunos na escola. Esse quadro contribui sobremaneira para o reconhecimento de que a constituição profissional de coordenadores pedagógicos, no tocante à formação inicial e contínua, saberes e práticas pedagógicas, e o seu papel, como professores formadores, precisam ser estudados em suas amplas dimensões. O objeto de estudo desta pesquisa é a formação inicial de coordenadores pedagógicos, tendo como referência a construção da sua identidade profissional e das práticas pedagógicas. O lócus de investigação foi a Rede Estadual de Ensino Médio do Ceará – 5ª Coordenadoria Regional de Desenvolvimento da Educação – Tianguá (CE). Objetivo geral: investigar a formação inicial de coordenadores pedagógicos, tendo como referência a construção da sua identidade profissional e das práticas pedagógicas, a partir da literatura especializada sobre o tema e de reflexões de coordenadores da Rede Estadual de Ensino Médio do Ceará, 5ª CREDE – Tianguá – CE; objetivos específicos: identificar e analisar os perfis, com foco na formação inicial, contínua e nas experiências, que revelam ter os profissionais que atuam na coordenação pedagógica na Rede Estadual de Ensino Médio do Ceará, 5ª CREDE – Tianguá – CE; analisar as concepções de coordenadores – Rede Estadual de Ensino Médio do Ceará, 5ª CREDE – Tianguá – CE – a respeito do seu trabalho como professores formadores e das suas práticas pedagógicas. A pesquisa foi desenvolvida à luz da abordagem qualitativa e fundamentada no materialismo histórico-dialético. Quatro profissionais de educação ocupantes do cargo em comissão de coordenador escolar foram os sujeitos desta pesquisa. Utilizamos como instrumento de pesquisa a entrevista semiestruturada e, no tocante à análise dos dados, a análise de conteúdo na perspectiva de Bardin (1977). Este estudo revelou que os coordenadores pedagógicos partem das suas experiências teórico-práticas, em especial como docentes, para a construção da sua identidade profissional, das práticas pedagógicas e mediação do trabalho como professores formadores. Foi considerado, sobretudo, que na sua formação inicial os elementos teórico-práticos, acerca da coordenação pedagógica, foram esparsamente explorados e problematizadosUniversidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBRodrigues, Janine Marta Coelhohttp://lattes.cnpq.br/8491430816252531Martins, Elcimar Simãohttp://lattes.cnpq.br/6354389593320758Araújo, Osmar Hélio Alves2020-02-12T17:57:16Z2019-04-112020-02-12T17:57:16Z2019-04-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/16801porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2020-02-13T17:06:33Zoai:repositorio.ufpb.br:123456789/16801Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2020-02-13T17:06:33Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
title |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
spellingShingle |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas Araújo, Osmar Hélio Alves Coordenador pedagógico Formação inicial Licenciaturas Pedagogia Identidade profissional Prática pedagógica Formação docente Pedagogical coordinator Initial formation Bachelor's degrees Pedagogy Pedagogical practice Teacher training Coordinador pedagógico Formación inicial Pedagogía Identidad profesional Práctica pedagógica Formación docente Rede Estadual de Ensino Médio -- Tianguá CE Práticas pedagógicas Coordenadores pedagógicos -- Formação inicial Professional identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
title_full |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
title_fullStr |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
title_full_unstemmed |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
title_sort |
Formação inicial de coordenadores pedagógicos: concepções, identidade profissional e práticas pedagógicas |
author |
Araújo, Osmar Hélio Alves |
author_facet |
Araújo, Osmar Hélio Alves |
author_role |
author |
dc.contributor.none.fl_str_mv |
Rodrigues, Janine Marta Coelho http://lattes.cnpq.br/8491430816252531 Martins, Elcimar Simão http://lattes.cnpq.br/6354389593320758 |
dc.contributor.author.fl_str_mv |
Araújo, Osmar Hélio Alves |
dc.subject.por.fl_str_mv |
Coordenador pedagógico Formação inicial Licenciaturas Pedagogia Identidade profissional Prática pedagógica Formação docente Pedagogical coordinator Initial formation Bachelor's degrees Pedagogy Pedagogical practice Teacher training Coordinador pedagógico Formación inicial Pedagogía Identidad profesional Práctica pedagógica Formación docente Rede Estadual de Ensino Médio -- Tianguá CE Práticas pedagógicas Coordenadores pedagógicos -- Formação inicial Professional identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Coordenador pedagógico Formação inicial Licenciaturas Pedagogia Identidade profissional Prática pedagógica Formação docente Pedagogical coordinator Initial formation Bachelor's degrees Pedagogy Pedagogical practice Teacher training Coordinador pedagógico Formación inicial Pedagogía Identidad profesional Práctica pedagógica Formación docente Rede Estadual de Ensino Médio -- Tianguá CE Práticas pedagógicas Coordenadores pedagógicos -- Formação inicial Professional identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The continuous training of basic education teachers in Brazil has often been applied in an insufficient and punctual manner, with implications for the promotion of productive learning and student permanence in school. This framework contributes significantly to the recognition that the professional constitution of pedagogical coordinators regarding their initial and continuing training, pedagogical knowledge and practices, as well as their role as teacher trainers, should be assessed in its broad dimensions. The study object of this research is the initial formation of pedagogical coordinators, applying as reference the construction of their professional identity and pedagogical practices. The research locus was the Ceará State High School Network - 5th Regional Coordination of Education Development - Tianguá (CE). General objective: to investigate initial pedagogical coordinator formation, applying as reference the construction of their professional identity and pedagogical practices, based on specialized literature on the subject and reflections of coordinators from the Ceará State High School, 5th CREDE - Tianguá - CE; specific objectives: to identify and analyse the profiles, focusing on initial and continuous training and experiences, that reveal the professionals that work in the pedagogical coordination of the Ceará State High School Network, 5th Crede - Tianguá - CE; to analyze coordinator conceptions from the Ceará State High School Network, 5th CREDE - Tianguá - CE; regarding their work as teacher trainers and their pedagogical practices. The research was developed in light of a qualitative approach and based on historical-dialectical materialism. Four education professionals occupying positions in a school coordinator commission were the subjects of this research. The research instrument consisted in a semi-structured interview and, regarding the data analysis, a content analysis from Bardin's (1977) perspective was carried out. This study revealed that pedagogical coordinators apply their theoretical-practical experiences, especially as teachers, to build their professional identity, pedagogical practices and work mediation as teacher trainers. Above all, it was considered, that the theoretical-practical elements concerning pedagogical coordination in their initial formation are sparsely explored and problematized |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-11 2019-04-11 2020-02-12T17:57:16Z 2020-02-12T17:57:16Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/16801 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/16801 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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