Desdobramentos das escritas de educadoras nos espaços de formação na escola
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Data
2016-08-11
Autores
Pinto, Keila Santos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho teve por objetivo analisar a atuação da professora coordenadora, como formadora na escola e compreender as relações estabelecidas nos espaços de formação continuada na escola, a partir das práticas de escrita das educadoras. Enquanto professora coordenadora há quatro anos propus-me a investigar a minha própria prática, a qual envolveu como participantes da pesquisa, a própria professora coordenadora e educadoras (professoras) da Educação Infantil, etapa I, que trabalham com crianças de 2 a 3 anos, em uma escola municipal, localizada no interior do Estado de São Paulo. O trabalho pautou-se na perspectiva da pesquisa narrativa de experiências do vivido (LIMA; GERALDI; GERALDI, 2015), e foi desenvolvida por meio dos diálogos com Bakhtin (2003, 2011), Freire (1997, 2011) e Larrosa (2002, 2006) ao considerar a expansão do olhar para o cotidiano, dando visibilidade às práticas singulares, atravessadas pela alteridade, a interlocução e o excedente de visão como acontecimentos essenciais à constituição humana. Os dados foram produzidos a partir dos seguintes documentos escritos: o diário pessoal da professora coordenadora; o diário de HTPC (Horas de Trabalho Pedagógico Coletivo); o plano de trabalho e diário de bordo das professoras; os registros reflexivos das professoras nos encontros de formação; as atas das HTPC’s e o Projeto Político Pedagógico da escola, e a análise dos dados foi realizada tendo como perspectiva o paradigma indiciário de Ginzburg (1989). Nessa travessia como professora coordenadora algumas lições foram aprendidas acerca dessa experiência formativa, tais como: legitimar as práticas de acompanhamento do trabalho pedagógico na escola; aproximar-me das histórias de vida das educadoras e valorizar suas experiências e saberes; priorizar a coletividade mediante objetivos comuns; as práticas de escrita como reveladoras das concepções, crenças, inquietações e satisfações das educadoras e reflexão de si mesmo e do outro; posicionar-me com responsabilidade perante o mundo vivido, assumindo o lugar de mobilizadora e provocadora de ações atentas a uma formação mais humana e emancipatória, por meio do olhar infantil e do encantamento.
The present work aimed to analyze the acting of the coordinator teacher as a teaching education character in the school. Starting from the practical activities of the educators, we sought to comprehend the relations stablished in the continued education spaces. Based on my work as a coordinator teacher, I proposed to investigate my own practice, which also involved other educators (teachers) of Child Education (first phase), who work with children between 2 and 3 years old in a public municipal school located in the interior of the State of São Paulo- Brazil. The research focused in the perspective of the narrative of lived experiences research (LIMA; GERALDI; GERALDI, 2015), and was developed through dialogues with Bakhtin (2003, 2011), Freire (1997, 2011) e Larrosa (2002, 2006), considering the expansion of the glaze to the everyday teaching practices and highlighting the singular practices pervaded by the otherness, the interlocution and the vision excess as essential happenings to the human constitution. The data was produced from the following written documents: the personal diary of the coordinator teacher; the Collective Pedagogical Work Time (CPTW) diary; the working plan and boarding diary of the teachers; the reflexive registers of the teachers produced at the continued education meetings; the minutes of the CPTW's and the Political-Pedagogic Project of the school. The analysis of the data was produced from the perspective of the indiciary paradigm of Ginsburg (1989). On this journey as a coordinator teacher, some lessons were learned about the educational experience, such as: legitimate the practices of attendance of the pedagogic work at school; get myself closer to the educators' life stories and valorize their experiences and knowledges; prioritize the collectivity towards the achievements of a comum goal; take the written practices as revelatory of conceptions, belief, anxieties and satisfactions of the educators and reflections about the self and the other; position myself with responsability towards the lived experiences in the world, assuming the role of a motivator and also the role of a provocateur of actions directed to a more emancipatory and humane education by means of the infantile glaze and the enchantment.
The present work aimed to analyze the acting of the coordinator teacher as a teaching education character in the school. Starting from the practical activities of the educators, we sought to comprehend the relations stablished in the continued education spaces. Based on my work as a coordinator teacher, I proposed to investigate my own practice, which also involved other educators (teachers) of Child Education (first phase), who work with children between 2 and 3 years old in a public municipal school located in the interior of the State of São Paulo- Brazil. The research focused in the perspective of the narrative of lived experiences research (LIMA; GERALDI; GERALDI, 2015), and was developed through dialogues with Bakhtin (2003, 2011), Freire (1997, 2011) e Larrosa (2002, 2006), considering the expansion of the glaze to the everyday teaching practices and highlighting the singular practices pervaded by the otherness, the interlocution and the vision excess as essential happenings to the human constitution. The data was produced from the following written documents: the personal diary of the coordinator teacher; the Collective Pedagogical Work Time (CPTW) diary; the working plan and boarding diary of the teachers; the reflexive registers of the teachers produced at the continued education meetings; the minutes of the CPTW's and the Political-Pedagogic Project of the school. The analysis of the data was produced from the perspective of the indiciary paradigm of Ginsburg (1989). On this journey as a coordinator teacher, some lessons were learned about the educational experience, such as: legitimate the practices of attendance of the pedagogic work at school; get myself closer to the educators' life stories and valorize their experiences and knowledges; prioritize the collectivity towards the achievements of a comum goal; take the written practices as revelatory of conceptions, belief, anxieties and satisfactions of the educators and reflections about the self and the other; position myself with responsability towards the lived experiences in the world, assuming the role of a motivator and also the role of a provocateur of actions directed to a more emancipatory and humane education by means of the infantile glaze and the enchantment.
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Palavras-chave
Formação continuada, Professor coordenador, Narrativas, Educação infantil, Trabalho coletivo, Continued education, Coordinator teacher, Narratives, Child education, Collective work