Professores coordenadores de área do conhecimento do Programa Ensino Integral do estado de São Paulo: atribuições, conquistas e desafios
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Data
2021-08-11
Autores
França, Adriana Locatelli
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Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação foi desenvolvida no interior da linha de pesquisa Formação dos profissionais da educação, políticas educativas e escola pública do Programa de Pós- graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho”. Abrange a complexidade do trabalho e da identidade profissional do professor coordenador de área do conhecimento do Programa Ensino Integral da Secretaria de Educação do estado de São Paulo. Intenciona identificar e analisar as atribuições, os desafios e as conquistas dos professores coordenadores de área em exercício no Programa Ensino Integral do Estado de São Paulo nas escolas da diretoria de ensino de Presidente Prudente participantes da pesquisa. Visa refletir sobre a construção da identidade profissional dos professores coordenadores de área do conhecimento desse programa, considerando-os como agentes articuladores no fortalecimento das ações de orientação e aperfeiçoamento do fazer pedagógico em sala de aula, pilar básico da melhoria da qualidade do ensino. Trata-se de um estudo desenvolvido no município de Presidente Prudente, SP, envolvendo duas escolas pertencentes ao Programa Ensino Integral da rede estadual do Estado de São Paulo. Foram sujeitos de investigação seis professores coordenadores de área do conhecimento das respectivas instituições. Mais especificamente, buscou responder às seguintes questões gerais de pesquisa: Quais as atribuições, conquistas e desafios dos professores coordenadores de área do conhecimento ao longo dos oito anos de criação do Programa Ensino Integral do estado de São Paulo? Quais fatores influenciam ou dificultam a construção de sua identidade profissional de formador de professores no PEI? A investigação adotou a abordagem qualitativa de pesquisa em educação e, mais especificamente, utilizou a pesquisa bibliográfica e documental (leis, portarias, pareceres, diretrizes do programa etc.) e a pesquisa exploratória (empírica ou de campo). Os principais instrumentos de coleta de dados foram: questionário e diário de campo da pesquisadora. A organização, tratamento e análise dos dados foi pautada no procedimento descritivo-interpretativo. Os resultados evidenciaram que o professor coordenador de área do conhecimento atua como um facilitador, na medida que organiza o espaço para a formação coletiva e a autoformação de seus professores. Contudo, a função ainda carece de melhor delimitação de suas atribuições, ações formativas específicas e melhores condições de trabalho, sobretudo no que diz respeito à divisão das horas de trabalho entre a atuação como professor e como coordenador de área do conhecimento.
The present work was developed within the research line Training of education professionals, educational policies and public school of the Graduate Program in Education of the Faculty of Science and Technology of the São Paulo State University “Júlio de Mesquita Filho”. It encompasses the complexity of the work and the professional identity of the knowledge area coordinator teachers of the Integral Education Program of the São Paulo State Department of Education. It intends to identify and analyze the attributions, challenges and achievements of the knowledge area coordinator teachers working in the Integral Education Program of the State of São Paulo in the schools of the district of Presidente Prudente participating in the research. It aims to reflect on the construction of the professional identity of the knowledge area coordinator teacher of this program, considering them as articulator agents in the strengthening of actions of orientation and improvement of pedagogical practice in the classroom, a basic pillar for improving the quality of teaching. This is a study developed in the city of Presidente Prudente, SP, involving two schools belonging to the Integral Education Program of the state network of the State of São Paulo. Six knowledge area coordinator teachers of the respective institutions are research subjects. More specifically, it sought to answer the following general research questions: What are the attributions, achievements and challenges of knowledge area coordinator teachers over the eight years of the creation of the Integral Education Program in the state of São Paulo? What factors influence or hinder the construction of their professional identity as a teacher trainer at Integral Education Program? The investigation adopts a qualitative approach to research in education and, more specifically, uses bibliographical and documental research (laws, ordinances, statements, program guidelines etc.) and exploratory research (empirical or field). The main instruments for data collection are: questionnaire and researcher's field diary. The organization, treatment and analysis of data is based on the descriptive-interpretive procedure. The results show that the knowledge area coordinator teachers act as a facilitator, as they organize the space for the collective training and self-training of teachers. However, the function still lacks a better delimitation of its attributions, specific training actions and better working conditions, especially regarding the division of working hours between acting as a teacher and as a coordinator.
The present work was developed within the research line Training of education professionals, educational policies and public school of the Graduate Program in Education of the Faculty of Science and Technology of the São Paulo State University “Júlio de Mesquita Filho”. It encompasses the complexity of the work and the professional identity of the knowledge area coordinator teachers of the Integral Education Program of the São Paulo State Department of Education. It intends to identify and analyze the attributions, challenges and achievements of the knowledge area coordinator teachers working in the Integral Education Program of the State of São Paulo in the schools of the district of Presidente Prudente participating in the research. It aims to reflect on the construction of the professional identity of the knowledge area coordinator teacher of this program, considering them as articulator agents in the strengthening of actions of orientation and improvement of pedagogical practice in the classroom, a basic pillar for improving the quality of teaching. This is a study developed in the city of Presidente Prudente, SP, involving two schools belonging to the Integral Education Program of the state network of the State of São Paulo. Six knowledge area coordinator teachers of the respective institutions are research subjects. More specifically, it sought to answer the following general research questions: What are the attributions, achievements and challenges of knowledge area coordinator teachers over the eight years of the creation of the Integral Education Program in the state of São Paulo? What factors influence or hinder the construction of their professional identity as a teacher trainer at Integral Education Program? The investigation adopts a qualitative approach to research in education and, more specifically, uses bibliographical and documental research (laws, ordinances, statements, program guidelines etc.) and exploratory research (empirical or field). The main instruments for data collection are: questionnaire and researcher's field diary. The organization, treatment and analysis of data is based on the descriptive-interpretive procedure. The results show that the knowledge area coordinator teachers act as a facilitator, as they organize the space for the collective training and self-training of teachers. However, the function still lacks a better delimitation of its attributions, specific training actions and better working conditions, especially regarding the division of working hours between acting as a teacher and as a coordinator.
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Coordenação pedagógica, Professor coordenador de área do conhecimento, Programa Ensino Integral, Coordenador pedagógico, Professor coordenador pedagógico, Pedagogical coordination, Knowledge area coordinator teacher, Integral Education Program, Pedagogical coordinator, Pedagogical coordinator teacher