Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/70159 |
Resumo: | This text presents an excerpt from a master's research carried out in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) whose object of investigation was the role of pedagogical coordination with teachers in the early years of elementary school in municipal schools in Uberlândia. The objectives of the study consisted of analyzing: the performance of the pedagogical coordination with teachers of the 1st and 2nd years of Elementary School; and the challenges that emerge from the interaction between the pedagogical coordination and teachers in the early years of Elementary School and that reverberate in the teaching and learning processes. Methodologically, the work is grounded on the principles of qualitative research, specifically a case study approach. The Focus Group (FG) with the coordinators and the Semi-structured Interview (SSI) with the teachers were used as research instruments. The analysis highlights that coordinators and teachers are key players in the teaching and learning processes, particularly during the literacy period. Thus, they need to establish partnerships and promote collective work to address the challenges and contradictions that pervade the school context. |
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Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilitiesCoordinación pedagógica y docentes en los primeros años de la educación primaria: desafíos y posibilidadesCoordenação pedagógica e professoras dos anos iniciais do ensino fundamental: desafios e possibilidadesCoordenação pedagógicaDocênciaAnos iniciais do Ensino FundamentalPedagogical coordinationTeachingEarly years of Elementary SchoolCoordinación pedagógicaEnseñanzaPrimeros años de la Escuela PrimariaThis text presents an excerpt from a master's research carried out in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) whose object of investigation was the role of pedagogical coordination with teachers in the early years of elementary school in municipal schools in Uberlândia. The objectives of the study consisted of analyzing: the performance of the pedagogical coordination with teachers of the 1st and 2nd years of Elementary School; and the challenges that emerge from the interaction between the pedagogical coordination and teachers in the early years of Elementary School and that reverberate in the teaching and learning processes. Methodologically, the work is grounded on the principles of qualitative research, specifically a case study approach. The Focus Group (FG) with the coordinators and the Semi-structured Interview (SSI) with the teachers were used as research instruments. The analysis highlights that coordinators and teachers are key players in the teaching and learning processes, particularly during the literacy period. Thus, they need to establish partnerships and promote collective work to address the challenges and contradictions that pervade the school context.Este texto presenta un extracto de una investigación de maestría realizada en el Programa de Posgrado en Educación de la Universidad Federal de Uberlândia (PPGED/UFU) cuyo objeto de investigación fue el papel de la coordinación pedagógica con las profesoras en los primeros años de la Escuela Primaria en las escuelas municipales de Uberlândia. Los objetivos del estudio consistieron en analizar: el desempeño de la coordinación pedagógica con docentes de 1° y 2° años de la Escola Primaria; y los desafíos que surgen de la interacción entre la coordinación pedagógica y los docentes en los primeros años de la escuela primaria y que repercuten en los procesos de enseñanza y aprendizaje. Metodológicamente, el trabajo se basa en los principios de la investigación cualitativa, del tipo estudio de caso. Se utilizaron como instrumentos de investigación el Grupo Focal (GF) con las coordinadoras y la Entrevista Semiestructurada (ES) con las docentes. El análisis evidencia que las coordinadores y docentes son protagonistas en los procesos de enseñanza y aprendizaje, especialmente en el período de alfabetización. Por lo tanto, necesitan construir alianzas y realizar un trabajo colectivo para enfrentar los desafíos y contradicciones que permean el contexto escolar.Este texto apresenta um recorte de uma pesquisa de mestrado realizada no Programa de Pós-Graduação em Educação da Universidade Federal de Uberlândia (PPGED/UFU), cujo objeto de investigação foi a atuação da coordenação pedagógica junto às professoras dos anos iniciais do Ensino Fundamental em escolas municipais de Uberlândia. Os objetivos do estudo consistiram em analisar: a atuação da coordenação pedagógica junto a professoras do 1º e 2º anos do Ensino Fundamental; e os desafios que emergem da interação entre a coordenação pedagógica e professoras dos anos iniciais do Ensino Fundamental e que reverberam nos processos de ensino e aprendizagem. Metodologicamente o trabalho está fundamentado nos princípios da pesquisa qualitativa, do tipo estudo de caso. Foram utilizados como instrumentos de pesquisa o Grupo Focal (GF) com as coordenadoras e Entrevista Semiestruturada (ES) com as professoras. A análise evidencia que as coordenadoras e professoras são protagonistas nos processos de ensino e aprendizagem, em especial no período de alfabetização. Dessa forma, necessitam construir parcerias e efetivar o trabalho coletivo para enfrentamento dos desafios e contradições que permeiam o contexto escolar.Universidade Federal de Uberlândia2023-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/7015910.14393/ER-v30a2023-10Ensino em Re-Vista; Vol. 30 (2023): Continuous Publishing; e010Ensino em Re-Vista; Vol. 30 (2023): Publicación continua; e010Ensino em Re-Vista; v. 30 (2023): Publicação Contínua; e0101983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/70159/36470https://seer.ufu.br/index.php/emrevista/article/view/70159/36471Copyright (c) 2023 Maria Irene Miranda, Daniela Silva de Paulahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMiranda, Maria IrenePaula, Daniela Silva de2024-03-04T14:19:40Zoai:ojs.www.seer.ufu.br:article/70159Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2024-03-04T14:19:40Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities Coordinación pedagógica y docentes en los primeros años de la educación primaria: desafíos y posibilidades Coordenação pedagógica e professoras dos anos iniciais do ensino fundamental: desafios e possibilidades |
title |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities |
spellingShingle |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities Miranda, Maria Irene Coordenação pedagógica Docência Anos iniciais do Ensino Fundamental Pedagogical coordination Teaching Early years of Elementary School Coordinación pedagógica Enseñanza Primeros años de la Escuela Primaria |
title_short |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities |
title_full |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities |
title_fullStr |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities |
title_full_unstemmed |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities |
title_sort |
Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities |
author |
Miranda, Maria Irene |
author_facet |
Miranda, Maria Irene Paula, Daniela Silva de |
author_role |
author |
author2 |
Paula, Daniela Silva de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Miranda, Maria Irene Paula, Daniela Silva de |
dc.subject.por.fl_str_mv |
Coordenação pedagógica Docência Anos iniciais do Ensino Fundamental Pedagogical coordination Teaching Early years of Elementary School Coordinación pedagógica Enseñanza Primeros años de la Escuela Primaria |
topic |
Coordenação pedagógica Docência Anos iniciais do Ensino Fundamental Pedagogical coordination Teaching Early years of Elementary School Coordinación pedagógica Enseñanza Primeros años de la Escuela Primaria |
description |
This text presents an excerpt from a master's research carried out in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) whose object of investigation was the role of pedagogical coordination with teachers in the early years of elementary school in municipal schools in Uberlândia. The objectives of the study consisted of analyzing: the performance of the pedagogical coordination with teachers of the 1st and 2nd years of Elementary School; and the challenges that emerge from the interaction between the pedagogical coordination and teachers in the early years of Elementary School and that reverberate in the teaching and learning processes. Methodologically, the work is grounded on the principles of qualitative research, specifically a case study approach. The Focus Group (FG) with the coordinators and the Semi-structured Interview (SSI) with the teachers were used as research instruments. The analysis highlights that coordinators and teachers are key players in the teaching and learning processes, particularly during the literacy period. Thus, they need to establish partnerships and promote collective work to address the challenges and contradictions that pervade the school context. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/70159 10.14393/ER-v30a2023-10 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/70159 |
identifier_str_mv |
10.14393/ER-v30a2023-10 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/70159/36470 https://seer.ufu.br/index.php/emrevista/article/view/70159/36471 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Maria Irene Miranda, Daniela Silva de Paula http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Maria Irene Miranda, Daniela Silva de Paula http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; Vol. 30 (2023): Continuous Publishing; e010 Ensino em Re-Vista; Vol. 30 (2023): Publicación continua; e010 Ensino em Re-Vista; v. 30 (2023): Publicação Contínua; e010 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
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1799944218682064896 |