O coordenador pedagógico na implementação e consolidação de uma política curricular no Ensino Fundamental
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Data
2022-02-25
Autores
Santos, Ana Carolina Franco dos
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação tem como objetivo principal investigar a atuação do Coordenador Pedagógico na implementação e consolidação do currículo na rede municipal de ensino da prefeitura de Bauru. O trabalho também tem a finalidade de traçar as dificuldades encontradas pelos coordenadores pedagógicos na formação continuada acerca do currículo, assim como analisar se os coordenadores pedagógicos sentem-se seguros em relação a linha teórica que norteia o currículo e que tem como base a Psicologia Histórico Cultural e A Pedagogia Histórico Crítica. A análise da coordenação pedagógica justifica-se pela importância deste profissional para a formação continuada do professor e para a efetivação da proposta curricular que deve efetivar-se no âmbito do Projeto Político pedagógico (PPP) das escolas. A metodologia escolhida foi a pesquisa qualitativa, de abordagem empírica e os dados foram obtidos junto aos Coordenadores Pedagógicos por meio do instrumento questionário, enviado via Google forms, com questões fechadas e abertas. Os dados obtidos foram analisados via Análise de Conteúdo, de Laurence Bardin (2010), e evidenciam que são inúmeros os desafios para o desenvolvimento da função de coordenador diariamente, entre elas superar os entraves burocráticos e estabelecer via gestão democrática uma relação de diálogo que permita um real avanço no pedagógico escolar.
This dissertation has as main objective to investigate the role of the Pedagogical Coordinator in the implementation and consolidation of the curriculum in Municipality Oriented Education in Bauru. The work also wants to show the difficulties found by pedagogical coordinators in continuing education about the curriculum, as well as analyzing whether pedagogical coordinators feel safe with the theoretical line that guides the curriculum and which is based on Historical and Cultural Psychology and Historical-Critical Pedagogy. The analysis of the pedagogical coordination is justified by the importance of this professional for the continued formation of the teacher and for the effectiveness of the curricular proposal that must be carried out in the Political Pedagogical Project (PPP) of the schools. The methodology chosen was qualitative research with an empirical approach and the data were obtained from the Pedagogical Coordinators through questionnaires sent via Google forms with closed and open questions. The data obtained were analyzed via Content Analysis, by Laurence Bardin (2010), and show that there are numerous challenges for the development of the role of coordinator on a daily basis, among them overcoming bureaucratic obstacles and establishing through democratic management a relationship of dialogue that allows a real advance in school pedagogy.
This dissertation has as main objective to investigate the role of the Pedagogical Coordinator in the implementation and consolidation of the curriculum in Municipality Oriented Education in Bauru. The work also wants to show the difficulties found by pedagogical coordinators in continuing education about the curriculum, as well as analyzing whether pedagogical coordinators feel safe with the theoretical line that guides the curriculum and which is based on Historical and Cultural Psychology and Historical-Critical Pedagogy. The analysis of the pedagogical coordination is justified by the importance of this professional for the continued formation of the teacher and for the effectiveness of the curricular proposal that must be carried out in the Political Pedagogical Project (PPP) of the schools. The methodology chosen was qualitative research with an empirical approach and the data were obtained from the Pedagogical Coordinators through questionnaires sent via Google forms with closed and open questions. The data obtained were analyzed via Content Analysis, by Laurence Bardin (2010), and show that there are numerous challenges for the development of the role of coordinator on a daily basis, among them overcoming bureaucratic obstacles and establishing through democratic management a relationship of dialogue that allows a real advance in school pedagogy.
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Palavras-chave
Coordenação pedagógica, Currículo, Formação continuada, Pedagogical coordination, Curriculum, Continuing education