A prática do orientador educacional e o seu papel no cotidiano escolar na rede pública municipal de Franca/SP
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Data
2019-05-24
Autores
Colombini, Flávia Pinheiro da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objeto de estudo a prática dos orientadores educacionais das escolas de Educação Básica (Educação Infantil – Fase I e II e Ensino Fundamental-1º ao 5º ano) da rede municipal de Franca/SP, buscando investigar a atuação desses profissionais e sua consonância com os documentos, teorias, legislações e orientações oficiais que regem a prática pedagógica desses especialistas da educação, no município em questão. O orientador educacional (OrE), ao lado do diretor, do coordenador pedagógico, do pedagogo e do pedagogo da Sala de Recursos Multifuncionais, faz parte da equipe gestora das escolas municipais de Franca/SP. Partimos do pressuposto de que a atuação do orientador educacional é muito importante no contexto escolar, visto que seu papel deve estar direcionado para a formação integral do aluno, contribuindo com seu desenvolvimento cognitivo, social e emocional, ajudando o professor a compreender a realidade das crianças e atuando também como um elo entre escola-família-comunidade. Para tal investigação, optamos como escolha metodológica a abordagem qualitativa e um estudo analítico-descritivo. As fontes para o tratamento do objeto foram bibliográficas, documentais e a pesquisa de campo. A partir da revisão bibliográfica sobre a Orientação Educacional (OE), apresentamos a trajetória histórica desta profissão no Brasil, assim como alguns conceitos e abordagens dos principais teóricos sobre o tema, dentre eles: Heloísa Lück, José Carlos Libâneo, Mirian Grinspun, Sônia Melo, Selma Garrido Pimenta, Maria das Graças Sena, Olívia Porto, entre outros. Analisamos, também, as bases legais da Orientação Educacional, tais como leis federais e municipais, regimentos, estatutos e outros documentos oficiais que regem o trabalho dos orientadores educacionais nas escolas. Para compreender o que se definiu, ao longo dos anos, como atribuição desses educadores na rede municipal de Franca, analisamos as propostas de formação continuada deste segmento entre os anos de 2007 a 2012, construímos e aplicamos um questionário semiestruturado para os diretores escolares, responsáveis por definir também as funções dos orientadores educacionais na escola. Já para compreender a realidade prática do trabalho que vem sendo desenvolvido por eles, construímos e aplicamos outro questionário semiestruturado à atual gestora responsável pela formação continuada oferecida a esses profissionais pela Secretaria Municipal de Educação (SME) e ainda outro questionário aplicado aos próprios orientadores educacionais, servindo como fonte para a investigação e análise da realidade praticada por eles, sob suas próprias perspectivas. Para a análise de todas as fontes exploradas, nos utilizamos da metodologia de Análise de Conteúdo, definida por Bardin (2016). Esperamos, com esta pesquisa, contribuir para a crítica reflexiva acerca do trabalho da Orientação Educacional nas escolas do município de Franca/SP, a fim de promover mudanças significativas que possibilitem uma melhor contribuição destes profissionais para a intervenção e transformação da realidade escolar em que atuam. Da mesma forma, pretendemos colaborar com a elaboração de Políticas Públicas educacionais do município que viabilizem estratégias, tanto para o bom desempenho do papel do orientador educacional dentro da escola quanto para o seu contínuo aprimoramento técnico-profissional e teórico.
The purpose of this research is to study the practice of educational counselors on the Basic Education (Preschool - Pre-Kindergarten and Kindergarten- as well as Elementary School - 1st to 5th grade) schools of the municipal network of Franca/SP. It also seek to investigate the performance of these professionals and their consonance with the documents, theories, laws and official guidelines that govern the pedagogical practice of these education specialists in this county. The educational advisor, along with the director, pedagogical coordinator, pedagogue and pedagogue of the Multifunctional Resources Room, is part of the management team of the municipal schools of Franca/SP. It was assumed that the role of the educational supervisor is very important in the school context, since his role should be directed towards the integral formation of the student, contributing to his cognitive, social and emotional development, besides to help the teacher to understand the reality of the children and acting as a link between school-family-community. For this investigation, it was chosen as methodological choice the qualitative approach and a descriptive analytical study. The sources for the treatment of the object were bibliographical, documentary and field research. From the bibliographic review on Educational Guidance (OE), we present the historical trajectory of this profession in Brazil, as well as some concepts and approaches of the main theoreticians on the subject, among them: Heloísa Lück, José Carlos Libâneo, Mirian Grinspun, Sônia Melo , Selma Garrido Pimenta, Maria das Graças Sena, Olívia Porto, among others. It was also analyzed the legal bases of Educational Guidance, such as federal and municipal laws, regiments, statutes and other official documents that guides the work of school counselors. In order to understand what has been defined, over the years, as an assignment of these educators in the municipal network of Franca, it was studied the proposals for continuing training of this segment between the years 2007 to 2012 and construct and apply a semi-structured questionnaire to the school directors, also to define the roles of educational advisors in school. In order to understand the practical reality of the work that has been developed by them, we have constructed and applied another semi-structured questionnaire to the current manager responsible for the ongoing training offered to these professionals by the Municipal Education Department (SME) and another questionnaire applied to the educational supervisors themselves, serving as a source for the investigation and analysis of the reality practiced by them, under their own perspectives. For the analysis of all explored sources, it was used the methodology of Content Analysis, defined by Bardin (2016). With this research, we hope to contribute to the reflexive critique about the work of the Educational Guidance in the schools of the city of Franca/SP, in order to promote significant changes that allow a better contribution of these professionals to the intervention and transformation of the school reality which they work. Likewise, it is intended to collaborate with the elaboration of educational Public Policies of the municipality that make feasible strategies, both for the good performance of the role of the educational supervisor within the school, as well as for its continuous technical-professional and theoretical improvement.
The purpose of this research is to study the practice of educational counselors on the Basic Education (Preschool - Pre-Kindergarten and Kindergarten- as well as Elementary School - 1st to 5th grade) schools of the municipal network of Franca/SP. It also seek to investigate the performance of these professionals and their consonance with the documents, theories, laws and official guidelines that govern the pedagogical practice of these education specialists in this county. The educational advisor, along with the director, pedagogical coordinator, pedagogue and pedagogue of the Multifunctional Resources Room, is part of the management team of the municipal schools of Franca/SP. It was assumed that the role of the educational supervisor is very important in the school context, since his role should be directed towards the integral formation of the student, contributing to his cognitive, social and emotional development, besides to help the teacher to understand the reality of the children and acting as a link between school-family-community. For this investigation, it was chosen as methodological choice the qualitative approach and a descriptive analytical study. The sources for the treatment of the object were bibliographical, documentary and field research. From the bibliographic review on Educational Guidance (OE), we present the historical trajectory of this profession in Brazil, as well as some concepts and approaches of the main theoreticians on the subject, among them: Heloísa Lück, José Carlos Libâneo, Mirian Grinspun, Sônia Melo , Selma Garrido Pimenta, Maria das Graças Sena, Olívia Porto, among others. It was also analyzed the legal bases of Educational Guidance, such as federal and municipal laws, regiments, statutes and other official documents that guides the work of school counselors. In order to understand what has been defined, over the years, as an assignment of these educators in the municipal network of Franca, it was studied the proposals for continuing training of this segment between the years 2007 to 2012 and construct and apply a semi-structured questionnaire to the school directors, also to define the roles of educational advisors in school. In order to understand the practical reality of the work that has been developed by them, we have constructed and applied another semi-structured questionnaire to the current manager responsible for the ongoing training offered to these professionals by the Municipal Education Department (SME) and another questionnaire applied to the educational supervisors themselves, serving as a source for the investigation and analysis of the reality practiced by them, under their own perspectives. For the analysis of all explored sources, it was used the methodology of Content Analysis, defined by Bardin (2016). With this research, we hope to contribute to the reflexive critique about the work of the Educational Guidance in the schools of the city of Franca/SP, in order to promote significant changes that allow a better contribution of these professionals to the intervention and transformation of the school reality which they work. Likewise, it is intended to collaborate with the elaboration of educational Public Policies of the municipality that make feasible strategies, both for the good performance of the role of the educational supervisor within the school, as well as for its continuous technical-professional and theoretical improvement.
Descrição
Palavras-chave
Orientação educacional, Prática de ensino, Professores formação, Educational orientation, Teaching practice, Teachers training