O professr coordenador das escolas públicas estaduais paulistas: análise das condições de trabalho e a contrução do projeto político-pedagógico
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Data
2007-12-19
Autores
Duarte, Rita de Cássia [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa de caráter empírico, procuramos investigar a percepção de 30 professores que atuam nos dois segmentos do Ensino Fundamental e no Ensino Médio da Diretoria de Ensino do Município de São Carlos, sobre o desempenho do Professor Coordenador da Escola Pública do Estado de São Paulo na busca de ações coletivas que possibilitem melhorias na qualidade de ensino, e se essas ações estão relacionadas à existência de práticas democráticas no interior das escolas. A metodologia utilizada se deu com base na análise de documentos oficiais (leis, decretos, resoluções) bem como em diversas obras de análises sobre a Reforma Educacional implantada no Estado de São Paulo na década de 1990 sobre Gestão Democrática Educacional voltada para uma perspectiva de participação colegiada, na literatura que discute a precarização do trabalho docente e na visão sindical sobre o ponto de vista da APEOESP (Sindicato dos Professores do Ensino Oficial do Estado de São Paulo) enfatizando questões sobre salário e jornada de trabalho. Realizamos também uma investigação focalizada, utilizando 11 questões do relatório produzido pela SEE/SARESP/2000, que analisa o perfil do Diretor e do Professor Coordenador na Rede Estadual Paulista, bem como 12 questões por nós elaboradas, todas agrupadas em blocos. Para a coleta dos dados utilizamos dois procedimentos: um questionário com questões fechadas, voltadas para o professor, e outro, com uma questão aberta voltada para os Professores Coordenadores. A análise realizada aponta de ambas as partes um descontentamento em relação à atuação dos Professores Coordenadores em suas escolas, que são percebidos como profissionais frágeis burocráticos e sem uma identidade profissional com seus pares. A curto prazo apresentamos duas propostas voltadas para a melhoria da qualidade de ensino e conseqüentemente para o Professor Coordenador...
This research of empirical character investigates the perception of thirty teachers that act in two stages (elementary and high school) from São Carlos about the Coordinator Teacher´s work of a São Paulo state Public School in the search of collective actions that could improve the quality of teaching and if these actions are related to the existence of democratic practices into these schools. The adopted methodology was used considering official documents (laws, decrees, resolutions) as well as several analysis literature about the Educational Reform introduced in São Paulo state during the 90’s, about Democratic Educational Management turned into a perspective of collective participation and in the literature that discuss the teaching work as being precarious and in APEOESP (trade union of teachers from São Paulo state) point of view emphasizing questions about salary and work period. We have also made an aimed investigation, using eleven questions from the report produced by SEE/SARESP/2000, that analyses the profile of the head teacher and the Coordinator Teacher of a public school, as well, twelve questions elaborated by us, all of them in groups. For the two data collection we have two procedures: a questionnaire with closed questions to the teachers, and another one, with an opened question to the Coordinator Teachers. The analysis that we made shows that there are from both parts a discontent related to the way that Coordinator Teachers act in their schools. They are seen as fragile and bureaucratic teachers and without a professional identity with the other teachers. In a short period we present two ways to improve the teaching quality and with it the Coordinator Teacher will try to rescue his professional identity through yourself and the other ones by means of remodeling the educational meetings as while an important space of discussions about collective educational and in defense of a Political Educational Autonomous Project.
This research of empirical character investigates the perception of thirty teachers that act in two stages (elementary and high school) from São Carlos about the Coordinator Teacher´s work of a São Paulo state Public School in the search of collective actions that could improve the quality of teaching and if these actions are related to the existence of democratic practices into these schools. The adopted methodology was used considering official documents (laws, decrees, resolutions) as well as several analysis literature about the Educational Reform introduced in São Paulo state during the 90’s, about Democratic Educational Management turned into a perspective of collective participation and in the literature that discuss the teaching work as being precarious and in APEOESP (trade union of teachers from São Paulo state) point of view emphasizing questions about salary and work period. We have also made an aimed investigation, using eleven questions from the report produced by SEE/SARESP/2000, that analyses the profile of the head teacher and the Coordinator Teacher of a public school, as well, twelve questions elaborated by us, all of them in groups. For the two data collection we have two procedures: a questionnaire with closed questions to the teachers, and another one, with an opened question to the Coordinator Teachers. The analysis that we made shows that there are from both parts a discontent related to the way that Coordinator Teachers act in their schools. They are seen as fragile and bureaucratic teachers and without a professional identity with the other teachers. In a short period we present two ways to improve the teaching quality and with it the Coordinator Teacher will try to rescue his professional identity through yourself and the other ones by means of remodeling the educational meetings as while an important space of discussions about collective educational and in defense of a Political Educational Autonomous Project.
Descrição
Palavras-chave
Educação - Brasil, Ensino, Professores - Atitudes, Supervisão escolar, Teachers - Attitudes
Como citar
DUARTE, Rita de Cássia. O professr coordenador das escolas públicas estaduais paulistas: análise das condições de trabalho e a contrução do projeto político-pedagógico. 2007. 130 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2007.