Coordenador pedagógico iniciante: atuação, formação continuada e perspectivas para o seu desenvolvimento profissional
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Data
2021-11-24
Autores
Oliveira, Lidiane Malheiros Mariano de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O tema proposto para esta investigação relaciona-se à coordenação pedagógica, que tem um papel mediador do trabalho pedagógico, sendo assim, uma importante função articuladora do e no processo de ensino e aprendizagem na instituição escolar. Esta pesquisa busca compreender os processos de formação continuada e as perspectivas para o desenvolvimento profissional do coordenador pedagógico (CP) iniciante, a partir da análise de documentos e dos dados empíricos do sistema municipal de ensino de Paranaíba-MS. A questão central que norteou a investigação foi: como se caracteriza a formação continuada e as perspectivas para o desenvolvimento profissional do coordenador pedagógico iniciante no sistema municipal de ensino de Paranaíba-MS? Definiu-se como objetivos específicos: identificar as concepções propostas nos principais documentos que regulam o sistema municipal de ensino de Paranaíba, no que se refere à formação continuada e ao coordenador pedagógico; compreender a especificidade da atuação do CP do sistema municipal de ensino de Paranaíba; analisar a formação continuada específica para a função; e identificar as perspectivas para o desenvolvimento profissional dos coordenadores pedagógicos. Como referência teórica foram adotados, principalmente, os estudos realizados por Almeida, Day, Domingues, Fernandes, Gatti, Huberman, Marcelo Garcia, Marin, Nóvoa e Placco. Quanto à trajetória metodológica, optou-se pela abordagem qualitativa em educação. A técnica de coleta de dados consistiu na entrevista semiestruturada realizada com coordenadores pedagógicos iniciantes deste sistema municipal de ensino e na análise documental, tendo como fontes as legislações e resoluções que tratam da formação continuada e da função da coordenação pedagógica do sistema municipal de ensino de Paranaíba. A análise dos dados deu-se a partir da Análise de Prosa, desenvolvida por André.Os resultados apontam que a formação continuada dos profissionais que iniciam a atuação na CP é construída durante a realização do trabalho nas instituições escolares de escolas públicas. Os fatores que mais contribuem para as perspectivas de desenvolvimento profissional dos coordenadores pedagógicos em início de carreira estão relacionados à formação continuada centrada na escola e/ou a partir dos elementos vivenciados pelas escolas; à relação profissional com colegas mais experientes; às leituras, pesquisas e estudos realizados de forma individual, aos estudos dos documentos da escola (Projeto Político-Pedagógico e regimento escolar); às memórias do trabalho de um coordenador pedagógico tido como referência que o acompanhou durante a docência, e, às experiências obtidas em sala de aula entre outras ações formativas necessárias de acordo com o contexto de cada instituição, que possibilitem ao CP desenvolver um trabalho mais efetivo, autônomo e articulado à organização pedagógica escolar, ainda que outras ações formativas são necessárias e devem ser consideradas para a formação continuada e desenvolvimento profissional mais efetivo. Desta forma, políticas públicas de formação continuada devem ser elaboradas pelas redes e sistemas de ensino, a fim de que ações específicas voltadas a esses profissionais sejam realizadas, especialmente se forem ações em parceria com as universidades, centrada nos conflitos vivenciados no cotidiano escolar.
The theme proposed for this investigation is related to pedagogical coordination, which has a mediating role in the pedagogical work of the school, of the collective work, thus, an important articulating function of and in the teaching and learning process in the school institution. This research seeks to understand the processes of continuing education and the perspectives for the professional development of the beginning pedagogical coordinator (PC), based on the analysis of documents and empirical data from the municipal education system in Paranaíba-MS. The central question that guided the investigation was: how is the continuing education characterized and the perspectives for the professional development of the beginning pedagogical coordinator in the municipal education system of Paranaíba-MS? It was defined as specific objectives: to identify the concepts proposed in the main documents that regulate the municipal education system of Paranaíba, about continuing education and the pedagogical coordinator; understand the specificity of the performance of the PC in the municipal education system of Paranaíba; analyze the specific continuing education for the function; and to identify perspectives for the professional development of pedagogical coordinators. As a theoretical reference, the studies carried out by Almeida, Day, Domingues, Fernandes, Gatti, Huberman, Marcelo Garcia, Marin, Nóvoa and Placco were mainly adopted. As for the methodological trajectory, the qualitative approach in education was chosen. The data collection technique consisted of semi-structured interviews with beginning pedagogical coordinators of this education system and document analysis, having as sources the laws and resolutions that deal with continuing education and the role of pedagogical coordination of the municipal education system of Paranaíba. Data analysis was based on Prose Analysis, developed by André. The results indicate that the continuing education of these professionals who start working in the CP is built during the performance of the work in the educational institutions of public schools, and the factors that most contribute to the perspectives of professional development of pedagogical coordinators at the beginning of their careers are related to to continuing education centered on the school and/or from the elements experienced by schools, to the professional relationship with more experienced colleagues, to readings, research and studies carried out individually, to the studies of school documents (Political-Pedagogical Project and school regiment ), to the memories of the work of a pedagogical coordinator who was taken as a reference who accompanied him during teaching, to the experiences obtained in the classroom, among other necessary training actions according to the context of each institution, which allow the PC to develop a more effective work , autonomous and articulated to the school pedagogical organization However, homework cannot be just that, other necessary training actions must be considered for continued training and more effective professional development. Public policies for continuing education should be offered to these professionals, in partnership with universities, centered on conflicts experienced in everyday school life
The theme proposed for this investigation is related to pedagogical coordination, which has a mediating role in the pedagogical work of the school, of the collective work, thus, an important articulating function of and in the teaching and learning process in the school institution. This research seeks to understand the processes of continuing education and the perspectives for the professional development of the beginning pedagogical coordinator (PC), based on the analysis of documents and empirical data from the municipal education system in Paranaíba-MS. The central question that guided the investigation was: how is the continuing education characterized and the perspectives for the professional development of the beginning pedagogical coordinator in the municipal education system of Paranaíba-MS? It was defined as specific objectives: to identify the concepts proposed in the main documents that regulate the municipal education system of Paranaíba, about continuing education and the pedagogical coordinator; understand the specificity of the performance of the PC in the municipal education system of Paranaíba; analyze the specific continuing education for the function; and to identify perspectives for the professional development of pedagogical coordinators. As a theoretical reference, the studies carried out by Almeida, Day, Domingues, Fernandes, Gatti, Huberman, Marcelo Garcia, Marin, Nóvoa and Placco were mainly adopted. As for the methodological trajectory, the qualitative approach in education was chosen. The data collection technique consisted of semi-structured interviews with beginning pedagogical coordinators of this education system and document analysis, having as sources the laws and resolutions that deal with continuing education and the role of pedagogical coordination of the municipal education system of Paranaíba. Data analysis was based on Prose Analysis, developed by André. The results indicate that the continuing education of these professionals who start working in the CP is built during the performance of the work in the educational institutions of public schools, and the factors that most contribute to the perspectives of professional development of pedagogical coordinators at the beginning of their careers are related to to continuing education centered on the school and/or from the elements experienced by schools, to the professional relationship with more experienced colleagues, to readings, research and studies carried out individually, to the studies of school documents (Political-Pedagogical Project and school regiment ), to the memories of the work of a pedagogical coordinator who was taken as a reference who accompanied him during teaching, to the experiences obtained in the classroom, among other necessary training actions according to the context of each institution, which allow the PC to develop a more effective work , autonomous and articulated to the school pedagogical organization However, homework cannot be just that, other necessary training actions must be considered for continued training and more effective professional development. Public policies for continuing education should be offered to these professionals, in partnership with universities, centered on conflicts experienced in everyday school life
Descrição
Palavras-chave
Coordenação pedagógica, Coordenador pedagógico iniciante, Formação continuada, Desenvolvimento profissional, Pedagogical Coordination, Beginner Pedagogical Coordinator, Continuing Training, Professional development