A professora coordenadora na educação infantil: na composição da organização do trabalho pedagógico e da formação dos educadores
Carregando...
Data
2018-08-31
Autores
Beteghelli, Tagiane Giorgetti Santos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa foi realizada na e com uma escola pública de educação infantil, localizada no município de Rio Claro, cuja Proposta Pedagógica, as ações da professora coordenadora e o olhar para com as crianças e a comunidade apresentam um diferencial. Trata-se de uma escola que na organização do trabalho pedagógico e no espaço escolar refletem uma concepção outra de educação infantil. O objetivo geral da pesquisa consistiu em compreender o papel do professor coordenador na organização, acompanhamento e articulação do trabalho pedagógico da escola, levando em consideração as relações entre os sujeitos, as dificuldades, tensões, contradições, num contexto de composição entre o se constituir professor coordenador e a constituição de uma nova escola. Trata-se de uma pesquisa narrativa que toma como objeto de estudo a prática da coordenadora pedagógica e sua relação com professores e agentes educacionais. Os dados foram construídos a partir: das escritas elaboradas por três professoras, por duas agentes educacionais e pela professora coordenadora; documentos da escola (Proposta Pedagógica, Plano de Trabalho da professora coordenadora, atas de reuniões pedagógicos administrativas, atas dos Horários de Trabalho Pedagógico Coletivo e dos Horários de Trabalho Pedagógico Individual). A análise dos dados foi realizada a partir do paradigma indiciário. O trabalho desvela questões acerca: da legitimidade do professor coordenador como formador na escola; da importância de levar em consideração as relações que se travam nos contextos de trabalho; das contradições observadas entre o dizer e o agir dos sujeitos que compõem a escola; de conceber a formação dos educadores não de forma linear e sim respeitando as singularidades dos sujeitos; das limitações presentes no cotidiano; da necessidade de se constituir uma identidade para os professores de bebês; das relações de poder; da compreensão de que promover um espaço para o diálogo, não garante que ele aconteça; do silenciamento; das tensões existentes nas relações e no compartilhar ou não do trabalho; a escuta como promotora de parceria e acolhimento; e da não generalização desta experiência por ser singular, mas sim como uma mobilizadora para a criação de novos sentidos.
This survey was conducted on and with a public elementary school, located in the municipality of Rio Claro which pedagogical proposal, the actions of the teacher coordinator and look at the kids and the community have a differential. It is about a school t hat in the Organization of pedagogical effort and school enviroment reflect a distinct conception of early childhood education. The rese a rch's overall objective consist in understand the role of the teacher coordinator in the organization, monitorization a nd pedagogical tasks articulation in the school, taking as consid e ration the relationship between the subject, t h e difficulties, tensions, contradictions, in a context of composition between becoming a teacher coordinator and the establishment of a new sch ool. It is a narrative res e arch that takes as object of study the practice of pedagogical coordinator and your relationship with teachers and educational agents. The data were constructed from the writings compiled by three teachers, two educational agents and the teacher coordinator; school documents (pedagogical proposal, work plan of teacher coordinator, teaching administrative meetings minutes, proceedings of pedagogical work collective and Indi vidual pedagogical work hours), The data's analysis was per formed from indicting paradigm . It is believed that the contributions of this work may unveil questions about formative function of teacher Coordinator at school, on the issue of relations that waged in the contexts of work and must be considered in the da ily, the contradictions observed in the actions and lines of the subjects that make up the school, that the formation doesn't take place in a linear way respecting the singularities of subjects; of the limitations present in daily life; the need to establish an identity for infant teachers; of power relations; understanding that promoting a space for dialogue does not guarantee that it will happen; of silencing; the tensions in relationships and the sharing of work or not; listening as a promoter of partnership and welcome; and the generalization of this experience as singular, but as a mobilizer for the creation of new senses.
This survey was conducted on and with a public elementary school, located in the municipality of Rio Claro which pedagogical proposal, the actions of the teacher coordinator and look at the kids and the community have a differential. It is about a school t hat in the Organization of pedagogical effort and school enviroment reflect a distinct conception of early childhood education. The rese a rch's overall objective consist in understand the role of the teacher coordinator in the organization, monitorization a nd pedagogical tasks articulation in the school, taking as consid e ration the relationship between the subject, t h e difficulties, tensions, contradictions, in a context of composition between becoming a teacher coordinator and the establishment of a new sch ool. It is a narrative res e arch that takes as object of study the practice of pedagogical coordinator and your relationship with teachers and educational agents. The data were constructed from the writings compiled by three teachers, two educational agents and the teacher coordinator; school documents (pedagogical proposal, work plan of teacher coordinator, teaching administrative meetings minutes, proceedings of pedagogical work collective and Indi vidual pedagogical work hours), The data's analysis was per formed from indicting paradigm . It is believed that the contributions of this work may unveil questions about formative function of teacher Coordinator at school, on the issue of relations that waged in the contexts of work and must be considered in the da ily, the contradictions observed in the actions and lines of the subjects that make up the school, that the formation doesn't take place in a linear way respecting the singularities of subjects; of the limitations present in daily life; the need to establish an identity for infant teachers; of power relations; understanding that promoting a space for dialogue does not guarantee that it will happen; of silencing; the tensions in relationships and the sharing of work or not; listening as a promoter of partnership and welcome; and the generalization of this experience as singular, but as a mobilizer for the creation of new senses.
Descrição
Palavras-chave
Professor coordenador, Educação infantil, Formação na escola, Bebês, Relações, Teacher coordinator, Early childhood education, School education, Babies, Relationships