Problematizando o trabalho do professor coordenador pedagógico nas escolas públicas estaduais paulistas
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Data
2004
Autores
Fernandes, Maria José da Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os esforços investidos nesta pesquisa foram direcionados para a contextualização e a compreensão da função de professor coordenador pedagógico no Estado de São Paulo, criada nas escolas públicas em 1996. Apoiando-nos em uma pesquisa que analisou documentos da Secretaria de Educação (inclusive legislação), materiais produzidos por entidades representativas dos professores e uma bibliografia relacionada à história da educação, procuramos elucidar a trajetória percorrida pela coordenação pedagógica. Por outro lado, analisamos as dificuldades e possibilidades de trabalho do professor coordenador pedagógico nas escolas da rede estadual de ensino recorrendo às pesquisas recentes que foram produzidas sobre o tema. A análise realizada permite afirmar que na Secretaria Estadual de Educação de São Paulo existe uma distinção legal entre os cargos de coordenador pedagógico e supervisor em relação à função de professor coordenador pedagógico, sendo que nos dois primeiros casos as atribuições funcionais são cumpridas por um expert, um especialista formado em Pedagogia, enquanto que o professor coordenador é um par, um igual que realiza seu trabalho no interior das escolas e convive diariamente com as dificuldades e conflitos presentes no cotidiano. A função de professor coordenador pedagógico, que se apresentou como novidade nas reformas educacionais da década de 1990, tem uma trajetória anterior que nos permite evidenciar que em outros momentos onde ocorreram movimentos de inovação pedagógica e de reformas educacionais ela também esteve presente. A análise das pesquisas sobre o professor coordenador pedagógico nos permitiu uma aproximação com o cotidiano vivenciado nas escolas e nos levou a afirmar que os PCPs convivem com dificuldades impostas pelas próprias condições de trabalho adversas a que são submetidos...
All the efforts used through this research paper have been aimed at the contextualization and understanding about the pedagogical coordinator-professor function in São Paulo State, created at public schools in 1996. Based upon a research which analyzed documents of Secretaria da Educação (including its legislation), material produced by professors' representative entities and biography related to education history, we have tried to clear the routes gone by the pedagogical coordination. On the other hand, we have analyzed the difficulties and possibilities of a pedagogical coordinator-professor's job at state-run schools looking at theme-related researches produced. The analysis made has allowed us to assure that at Secretaria Estadual de Educação de São Paulo there is a legal distinction between a pedagogical coordinator-professor's job and a supervisor's job in relation to a pedagogical coordinator professor's function. In the first two cases, the functional attributions are performed by an expert, an specialist graduated in Pedagogy, while the coordinator-professor is a peer, an equal who makes his/her job inside schools and faces the daily difficulties and conflicts. The pedagogical coordinator-professor's function, which appeared as a novel thing in the educational reforms during the 1990s, has a prior route that enables us to evidence that at other times there had been movements for the pedagogical innovation and educational reforms. The analysis of the researches about the pedagogical coordinator-professor has allowed us to approach to the daily life lived at schools and led us to the statement that PCPs live with imposed difficulties by their adverse work conditions to which they are submitted. Some of the difficulties faced by the PCPs and pointed out by the researches are decisive obstacles for this job, such as the function deviation, lack of identity, lack of its own... (Complete abstract, access undermentioned eletronic adress)
All the efforts used through this research paper have been aimed at the contextualization and understanding about the pedagogical coordinator-professor function in São Paulo State, created at public schools in 1996. Based upon a research which analyzed documents of Secretaria da Educação (including its legislation), material produced by professors' representative entities and biography related to education history, we have tried to clear the routes gone by the pedagogical coordination. On the other hand, we have analyzed the difficulties and possibilities of a pedagogical coordinator-professor's job at state-run schools looking at theme-related researches produced. The analysis made has allowed us to assure that at Secretaria Estadual de Educação de São Paulo there is a legal distinction between a pedagogical coordinator-professor's job and a supervisor's job in relation to a pedagogical coordinator professor's function. In the first two cases, the functional attributions are performed by an expert, an specialist graduated in Pedagogy, while the coordinator-professor is a peer, an equal who makes his/her job inside schools and faces the daily difficulties and conflicts. The pedagogical coordinator-professor's function, which appeared as a novel thing in the educational reforms during the 1990s, has a prior route that enables us to evidence that at other times there had been movements for the pedagogical innovation and educational reforms. The analysis of the researches about the pedagogical coordinator-professor has allowed us to approach to the daily life lived at schools and led us to the statement that PCPs live with imposed difficulties by their adverse work conditions to which they are submitted. Some of the difficulties faced by the PCPs and pointed out by the researches are decisive obstacles for this job, such as the function deviation, lack of identity, lack of its own... (Complete abstract, access undermentioned eletronic adress)
Descrição
Palavras-chave
Educação escolar, Brasil Educação, Escolas publicas - Reforma do ensino, Coordenação pedagógica, Reformas educacionais, Pedagogical coordination, Public schools, Educational reforms
Como citar
FERNANDES, Maria José da Silva. Problematizando o trabalho do professor coordenador pedagógico nas escolas públicas estaduais paulistas. 2004. 113 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras, 2004.