O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural
This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social environment of teachers and possible implications of this formation for the knowledge and teaching practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulati...
| Autor principal: | CARVALHO, Lusinete França de |
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| Grau: | Dissertação |
| Idioma: | por |
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Universidade Federal do Pará
2019
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http://repositorio.ufpa.br/jspui/handle/2011/11853 |
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ir-2011-11853 |
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ir-2011-118532021-05-03T19:21:20Z O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural CARVALHO, Lusinete França de TEIXEIRA, Sônia Regina dos Santos http://lattes.cnpq.br/5826895757813943 Professores - Formação Coordenador pedagógico Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO FORMAÇÃO DE PROFESSORES, TRABALHO DOCENTE, TEORIAS E PRÁTICAS EDUCACIONAIS EDUCAÇÃO, FORMAÇÃO E PROFISSIONALIZAÇÃO DOCENTE This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social environment of teachers and possible implications of this formation for the knowledge and teaching practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulations of scholars who investigate the pedagogical coordination theme. The research, of historical and cultural nature, was configured within the aspects of the qualitative approach in a case study and was carried out in the municipality of Marabá-Pará, in a school of the Initial Years of Elementary School. The study was subdivided into two steps. In the first stage, the characterization of the locus of the research was carried out, involving the choice of the institution, the contact with the participants and the obtaining of the Terms of Free and Informed Consent. The second stage consisted of the follow-up of the training work carried out by a pedagogical coordinator with the teachers. First, we sought to identify the social relations lived by the coordinator to analyze how they explain their professional performance. Next, we tried to identify the categories that express the ways in which it organized the social formative means of teachers. Finally, a preliminary collaborative action was carried out with the coordinator. The production of the information in this stage of the research occurred through semi-structured interviews, carried out with the pedagogical coordinator and with teachers, observation of the formative processes, notes in field diary and documentary analysis of the instruments that aided the pedagogical work. The results of the study point out that the way the pedagogical coordinator organized the social formative means of teachers had a direct relation with their concrete conditions of life. The formative processes were organized based on their personal, professional and formative experiences and although they did not translate the scientific of the pedagogical work, they were configured in significant moments of the pedagogical thinking, to plan and to act. The study revealed that these formative processes have the possibility to contemplate the specificities of the teaching work, to be guided by the training needs of the teachers, to involve the teachers in the process of planning and execution of the training and to resignificate the knowledge and teaching practices in a perspective of critical formation and transformative. Collaborative action has shown that the theoretical categories created by Vygotsky for a better understanding of the process of human formation, such as zone of proximal development, obutchenie and social relations are relevant to the field of didactics, as far as the educational process is concerned. These categories allow us to capture the contradictions of school practices and circumscribe the real possibilities of overcoming the organization of pedagogical work. It is concluded that the formative social environment organized by the pedagogical coordinator contributes in a significant way to the improvement of the teaching work in what concerns the organization of the pedagogical routine. However, there is a lack of a solid and critical theoretical base that guides the formative processes and bases the educational work in a perspective of emancipatory education that allows the teachers to recognize the epistemological bases that sustain their practices and, thus, to resignify their knowledge and practices. The study suggests that the concept of a formative social environment, adapted from the concept of an educational social way, developed by Vygotsky, is powerful for the understanding, organization and accomplishment of teacher training work developed by the pedagogical coordinator in schools. Esta dissertação teve por objetivo investigar como uma coordenadora pedagógica organiza o meio social formativo de professores e possíveis implicações dessa formação para os saberes e práticas docentes. Para tanto, apoiou-se no sistema teórico-conceitual de Vigotski e em formulações de estudiosos que investigam a temática da coordenação pedagógica. A pesquisa, de cunho histórico-cultural, configurouse dentro dos aspectos da abordagem qualitativa num estudo de caso e realizou-se no município de Marabá-Pará, em uma escola dos Anos Iniciais do Ensino Fundamental. O estudo foi subdivido em duas etapas. Na primeira etapa, realizou-se a caracterização do lócus da pesquisa, envolvendo a escolha da instituição, o contato com os participantes e a obtenção dos Termos de Consentimento Livre e Esclarecido. A segunda etapa consistiu no acompanhamento do trabalho formativo realizado por uma coordenadora pedagógica junto aos professores. Primeiramente, buscou-se identificar as relações sociais vividas pela coordenadora para analisar de que modo elas explicam a sua atuação profissional. Em seguida, procurou-se identificar as categorias que expressam os modos pelos quais ela organizava o meio social formativo de professores. Finalmente, realizou-se uma ação colaborativa preliminar com a coordenadora. A produção das informações nessa etapa da pesquisa ocorreu por meio de entrevistas semiestruturadas, realizadas com a coordenadora pedagógica e com professores, observação dos processos formativos, anotações em diário de campo e análise documental dos instrumentos que auxiliavam o trabalho pedagógico. Os resultados do estudo apontam que o modo como a coordenadora pedagógica organizava o meio social formativo de professores mantinha relação direta com suas condições concretas de vida. Os processos formativos eram organizados com base em suas experiências pessoais, profissionais e formativas e apesar de não traduzirem a cientificidade do trabalho pedagógico, configuravam-se em momentos significativos do pensar, planejar e agir pedagógico. O estudo revelou que esses processos formativos têm a possibilidade de contemplar as especificidades do trabalho docente, guiar-se pelas necessidades formativas dos professores, envolver os professores no processo de planejamento e execução da formação e ressignificar os saberes e práticas docentes numa perspectiva de formação crítica e transformadora. A ação colaborativa demonstrou que as categorias teóricas criadas por Vigotski para uma melhor compreensão do processo de formação humana, tais como zona de desenvolvimento proximal, obutchenie e relações sociais são relevantes para o campo da didática, no que concerne ao processo educativo. Essas categorias permitem capturar as contradições das práticas escolares e circunscrevem as possibilidades reais de superação na organização do trabalho pedagógico. Conclui-se que o meio social formativo organizado pela coordenadora pedagógica contribui de modo significativo para a melhoria do trabalho docente no que tange à organização da rotina pedagógica. Todavia, falta uma base teórica sólida e crítica que oriente os processos formativos e fundamente o trabalho educativo numa perspectiva de educação emancipadora que permita aos professores reconhecerem as bases epistemológicas que sustentam suas práticas e, assim, ressignificarem seus saberes e práticas. O estudo sugere que o conceito de meio social formativo, adaptado do conceito de modo social educativo, elaborado por Vigotski, mostra-se potente para a compreensão, organização e realização do trabalho de formação de professores, desenvolvido pelo coordenador pedagógico nas escolas. 2019-09-25T21:23:10Z 2019-09-25T21:23:10Z 2019-02-28 Dissertação CARVALHO, Lusinete França de. O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural. Orientadora: Sônia Regina dos SantosTeixeira. 2019. 218 f. Dissertação (Mestrado em Educação) – Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2019. Disponível em: http://repositorio.ufpa.br:8080/jspui/handle/2011/11853. Acesso em:. http://repositorio.ufpa.br/jspui/handle/2011/11853 por Acesso Aberto application/pdf Universidade Federal do Pará Brasil Instituto de Ciências da Educação UFPA Programa de Pós-Graduação em Educação 1 CD-ROM |
| institution |
Repositório Institucional - Universidade Federal do Pará |
| collection |
RI-UFPA |
| language |
por |
| topic |
Professores - Formação Coordenador pedagógico Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO FORMAÇÃO DE PROFESSORES, TRABALHO DOCENTE, TEORIAS E PRÁTICAS EDUCACIONAIS EDUCAÇÃO, FORMAÇÃO E PROFISSIONALIZAÇÃO DOCENTE |
| spellingShingle |
Professores - Formação Coordenador pedagógico Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO FORMAÇÃO DE PROFESSORES, TRABALHO DOCENTE, TEORIAS E PRÁTICAS EDUCACIONAIS EDUCAÇÃO, FORMAÇÃO E PROFISSIONALIZAÇÃO DOCENTE CARVALHO, Lusinete França de O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| topic_facet |
Professores - Formação Coordenador pedagógico Prática pedagógica CNPQ::CIENCIAS HUMANAS::EDUCACAO FORMAÇÃO DE PROFESSORES, TRABALHO DOCENTE, TEORIAS E PRÁTICAS EDUCACIONAIS EDUCAÇÃO, FORMAÇÃO E PROFISSIONALIZAÇÃO DOCENTE |
| description |
This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social
environment of teachers and possible implications of this formation for the knowledge and teaching
practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulations
of scholars who investigate the pedagogical coordination theme. The research, of historical and cultural
nature, was configured within the aspects of the qualitative approach in a case study and was carried out
in the municipality of Marabá-Pará, in a school of the Initial Years of Elementary School. The study
was subdivided into two steps. In the first stage, the characterization of the locus of the research was
carried out, involving the choice of the institution, the contact with the participants and the obtaining of
the Terms of Free and Informed Consent. The second stage consisted of the follow-up of the training
work carried out by a pedagogical coordinator with the teachers. First, we sought to identify the social
relations lived by the coordinator to analyze how they explain their professional performance. Next, we
tried to identify the categories that express the ways in which it organized the social formative means of
teachers. Finally, a preliminary collaborative action was carried out with the coordinator. The production
of the information in this stage of the research occurred through semi-structured interviews, carried out
with the pedagogical coordinator and with teachers, observation of the formative processes, notes in
field diary and documentary analysis of the instruments that aided the pedagogical work. The results of
the study point out that the way the pedagogical coordinator organized the social formative means of
teachers had a direct relation with their concrete conditions of life. The formative processes were
organized based on their personal, professional and formative experiences and although they did not
translate the scientific of the pedagogical work, they were configured in significant moments of the
pedagogical thinking, to plan and to act. The study revealed that these formative processes have the
possibility to contemplate the specificities of the teaching work, to be guided by the training needs of
the teachers, to involve the teachers in the process of planning and execution of the training and to resignificate
the knowledge and teaching practices in a perspective of critical formation and
transformative. Collaborative action has shown that the theoretical categories created by Vygotsky for
a better understanding of the process of human formation, such as zone of proximal development,
obutchenie and social relations are relevant to the field of didactics, as far as the educational process is
concerned. These categories allow us to capture the contradictions of school practices and circumscribe
the real possibilities of overcoming the organization of pedagogical work. It is concluded that the
formative social environment organized by the pedagogical coordinator contributes in a significant way
to the improvement of the teaching work in what concerns the organization of the pedagogical routine.
However, there is a lack of a solid and critical theoretical base that guides the formative processes and
bases the educational work in a perspective of emancipatory education that allows the teachers to
recognize the epistemological bases that sustain their practices and, thus, to resignify their knowledge
and practices. The study suggests that the concept of a formative social environment, adapted from the
concept of an educational social way, developed by Vygotsky, is powerful for the understanding,
organization and accomplishment of teacher training work developed by the pedagogical coordinator in
schools. |
| author_additional |
TEIXEIRA, Sônia Regina dos Santos |
| author_additionalStr |
TEIXEIRA, Sônia Regina dos Santos |
| format |
Dissertação |
| author |
CARVALHO, Lusinete França de |
| title |
O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| title_short |
O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| title_full |
O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| title_fullStr |
O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| title_full_unstemmed |
O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| title_sort |
o coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural |
| publisher |
Universidade Federal do Pará |
| publishDate |
2019 |
| url |
http://repositorio.ufpa.br/jspui/handle/2011/11853 |
| _version_ |
1832603580223193088 |
| score |
11.755432 |