O trabalho da coordenação pedagógica no processo de inserção de professores iniciantes na docência
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Data
2022-08-24
Autores
Amorim-Duque, Aline Diniz de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A profissão docente é permeada por diversos fatores complexos e dignos de análise, um deles refere-se à inserção do professor iniciante na escola. Ao adentrar o ambiente escolar, este importante sujeito do processo de ensino-aprendizagem se depara com situações diversas que podem ser decisivas para sua permanência ou não na profissão. Neste período delicado de iniciação na docência, a equipe gestora, especialmente o coordenador pedagógico (CP), exerce um papel fundamental junto ao iniciante. Dada a importância da relação e acompanhamento da gestão nos processos de inserção do professor na escola, estabeleceu-se os focos específicos do presente estudo. O objetivo geral desta pesquisa é investigar o trabalho do coordenador pedagógico no processo de inserção e acompanhamento de professores iniciantes na docência na Educação Infantil e nos anos iniciais e finais do Ensino Fundamental em escolas de uma rede municipal de ensino. Em consonância com o objetivo geral, a pesquisa também buscou responder aos seguintes questionamentos: de quais maneiras o CP pode favorecer a inserção profissional do iniciante e sua apropriação da cultura escolar? Quais as particularidades do trabalho do CP junto aos professores iniciantes no que diz respeito à formação continuada? Partiu-se da hipótese de que as muitas atribuições do CP, adicionado à falta de cuidado específico ao período de iniciação na docência e à ausência de políticas públicas de acompanhamento, dificultam o trabalho pari passu com os iniciantes e a realização de ações de suporte profissional. Dentre o referencial adotado na pesquisa destacam-se os estudos e proposições de Marcelo García, Huberman, Fernandes, Placco, Almeida e Souza e Domingues. Trata-se de uma pesquisa qualitativa, com levantamento de dados empíricos, cujo percurso metodológico delineou-se pela realização de entrevistas semiestruturadas com quatro CPs e quatro professoras iniciantes atuantes em uma rede municipal do interior do estado de São Paulo. Como principais resultados constatou-se que embora a iniciação na docência seja reconhecida pelas CPs como importante fase da vida do professor, não há diferenciação no seu tratamento e acompanhamento nas atividades cotidianas das escolas. Além disso, foi observada a ausência de práticas de acolhimento sistematizadas para receber o novo professor, bem como a fragilidade dos processos formativos específicos àqueles que estão em inserção na docência. A condição peculiar de inserção do professor especialista também emergiu, assim como a influência do trabalho remoto ocasionado pelo distanciamento social devido à pandemia de COVID-19 sobre o processo de iniciação e aprendizagem da docência.
The teaching profession is permeated by several complex factors, one of which refers to the insertion of the beginning teacher in school. When entering the school environment, this important subject of the teaching-learning process is faced with different situations that can be decisive for their permanence or not in the profession. In this delicate period of initiation into teaching, the management team, especially the pedagogical coordinator (PC), plays a fundamental role with the beginner. Given the importance of the relationship and monitoring of management in the processes of insertion of the teacher in the school, the specific focuses of the present study were established. The general objective of this research is to investigate the work of the pedagogical coordinator in the process of insertion and monitoring of beginning teachers in Early Childhood Education and in the initial and final years of Elementary School in schools of a municipal education network. Based on the general objective, the research also sought to answer the following questions: in what ways can PC favor the professional insertion of beginners and their appropriation of school culture? What are the particularities of the PC's work with beginning teachers with regard to continuing education? It started with the hypothesis that the many tasks of the PC, added to the lack of specific care during the period of initiation into teaching and the absence of public monitoring policies, make it difficult to work with beginners and to carry out professional support actions. Among the reference adopted in the research, the studies and propositions of Marcelo García, Huberman, Fernandes, Placco, Almeida e Souza and Domingues stand out. This is a qualitative research, with empirical data collection, whose methodological course was outlined by conducting semi-structured interviews with four PCs and four beginning teachers working in a municipal network in the interior of the state of São Paulo. As main results, it was found that although the initiation into teaching is recognized by the PCs as an important phase of the teacher's life, there is no differentiation in its treatment and monitoring in the daily activities of schools. In addition, the absence of systematized reception practices to receive the new teacher was observed, as well as the fragility of specific training processes for those who are entering teaching. The peculiar condition of insertion of the specialist teacher also emerged, as well as the influence of remote work caused by social distancing due to the COVID-19 pandemic on the process of initiation and learning of teaching.
The teaching profession is permeated by several complex factors, one of which refers to the insertion of the beginning teacher in school. When entering the school environment, this important subject of the teaching-learning process is faced with different situations that can be decisive for their permanence or not in the profession. In this delicate period of initiation into teaching, the management team, especially the pedagogical coordinator (PC), plays a fundamental role with the beginner. Given the importance of the relationship and monitoring of management in the processes of insertion of the teacher in the school, the specific focuses of the present study were established. The general objective of this research is to investigate the work of the pedagogical coordinator in the process of insertion and monitoring of beginning teachers in Early Childhood Education and in the initial and final years of Elementary School in schools of a municipal education network. Based on the general objective, the research also sought to answer the following questions: in what ways can PC favor the professional insertion of beginners and their appropriation of school culture? What are the particularities of the PC's work with beginning teachers with regard to continuing education? It started with the hypothesis that the many tasks of the PC, added to the lack of specific care during the period of initiation into teaching and the absence of public monitoring policies, make it difficult to work with beginners and to carry out professional support actions. Among the reference adopted in the research, the studies and propositions of Marcelo García, Huberman, Fernandes, Placco, Almeida e Souza and Domingues stand out. This is a qualitative research, with empirical data collection, whose methodological course was outlined by conducting semi-structured interviews with four PCs and four beginning teachers working in a municipal network in the interior of the state of São Paulo. As main results, it was found that although the initiation into teaching is recognized by the PCs as an important phase of the teacher's life, there is no differentiation in its treatment and monitoring in the daily activities of schools. In addition, the absence of systematized reception practices to receive the new teacher was observed, as well as the fragility of specific training processes for those who are entering teaching. The peculiar condition of insertion of the specialist teacher also emerged, as well as the influence of remote work caused by social distancing due to the COVID-19 pandemic on the process of initiation and learning of teaching.
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Palavras-chave
Coordenação pedagógica, Professor iniciante, Formação continuada, Iniciação na docência, Inserção profissional docente, Pedagogical coordinator, Beginning teacher, Continuing education, Teaching initiation, Teaching professional insertion