A ação profissional do coordenador pedagógico e do professor coordenador: proposições como formadores
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Data
2016-08-03
Autores
Oliveira, Luciane Aparecida de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo objetivou compreender a constituição do professor coordenador e do coordenador pedagógico no contexto escolar, levando em consideração suas atribuições (administrativas e pedagógicas) e as relações que estabelece com a comunidade escolar (gestão, professores, funcionários, alunos e pais) e com a Secretaria Municipal de Educação. A pesquisa foi realizada no contexto da Secretaria Municipal da Educação (SME) de Rio Claro/SP. Enquanto Coordenadora Pedagógica do Ensino Fundamental das séries inicias dessa rede, coordenei um Grupo de Estudos, do qual participaram professores coordenadores desse segmento escolar. A questão principal desta pesquisa foi problematizar os desafios que o professor coordenador e o coordenador pedagógico enfrentam cotidianamente para exercer seu papel no contexto escolar e na Secretaria Municipal da Educação, respectivamente. Trata-se de pesquisa qualitativa que, tomando como perspectiva metodológica a investigação narrativa, possibilitou: a) refletir acerca da organização dos encontros com os professores coordenadores que participavam do referido Grupo de Estudos a partir das problematizações postas por eles e b) olhar para minha constituição enquanto formadora desse Grupo de Estudos, nesse espaço de formação. Entre os instrumentos de produção de dados encontram-se: legislações da Secretaria Municipal de Educação, registros dos professores coordenadores e dos professores das escolas nas quais estavam inseridos, caderno da coordenadora pedagógica, questionários aplicados aos participantes do Grupo de Estudos, escrita de cartas de quatro professoras coordenadoras. A análise dos dados foi realizada a partir do paradigma indiciário (GINZBURG, 1989). Como lições aprendidas durante o estudo, explicito: a relação estabelecida com os participantes do Grupo de Estudos revelando a necessidade de revisitar nossa atuação; a presença do silêncio atrelado a concepção de formação; os desafios presentes nas funções dos professores coordenadores e do coordenador pedagógico que não estão postos na legislação; as atribuições dos professores coordenadores, que não consideram nos seus projetos de trabalho propostas atentas às relações interpessoais e a presença do aluno; o professor coordenador ser eleito pelos pares e posteriormente sofrer com as ameaças veladas em função das posturas que assume na sua atuação; incumbir-se das responsabilidades individualmente, frente à necessidade de assumir a corresponsabilidade visando a construção da coletividade perante a aprendizagem dos alunos. Este trabalho poderá contribuir para repensar a concepção de formação presente entre os professores coordenadores, a coordenação pedagógica e a SME, para buscar ações que transformem os processos de eleição e/ou recondução, definir uma outra relação entre CAP (Centro de Aperfeiçoamento Pedagógico) e Supervisores Escolares.
This study aimed to understand the constitution of the coordinating teacher and the pedagogical coordinator in the school context, considering their tasks (administrative and pedagogical) and the relationship it establishes with the school community (management, teachers, staff, students and parents) and the Department of Education of the City. The survey was conducted in the context of the Municipal Education in Rio Claro/SP. As Pedagogic Elementary Education Coordinator of the initial series of municipal schools, coordinated a Study Group, which was attended by head teachers of this school segment. The main issue of this research was to discuss the challenges that the coordinator teacher and the pedagogical coordinator face daily to exercise their role in the school context and the Municipal Department of Education, respectively. This is a qualitative study which examines a methodological perspective the narrative research, made possible: a) reflect on the organization of meetings with head teachers who participated in the Study Group, as of problematizations held by them and b) look at my constitution while forming this Study Group, this training space. Among the data production tools are: laws of the Municipal Department of Education, head teachers of records and schoolteachers that worked, notebook pedagogical coordinator, questionnaires given to participants of the Study Group, writing letters four coordinators teachers. Data analysis was performed from the evidential paradigm (GINZBURG, 1989). As lessons learned during the study are explicit: the relationship established with the participants of the Study Group, revealing the need to revisit our professional practice; the presence of silence linked to design training; the challenges present in the functions of coordinating teachers and pedagogical coordinator, which are not present in the legislation; the duties of head teachers who do not consider in their work projects proposed attentive to interpersonal relations and the presence of the student; the coordinator teacher elected by peers and subsequently suffer from the veiled threats depending on the positions it takes in their work; entrusted to the responsibilities individually on the need to take responsibility of all people, for the construction of the community before the students' learning. This work will contribute to rethink the design of training present among head teachers, pedagogical coordination and the City Department of Education, to pursue actions that transform the election process and/or renewal, set another relationship between the Educational Improvement Center the School Supervisors.
This study aimed to understand the constitution of the coordinating teacher and the pedagogical coordinator in the school context, considering their tasks (administrative and pedagogical) and the relationship it establishes with the school community (management, teachers, staff, students and parents) and the Department of Education of the City. The survey was conducted in the context of the Municipal Education in Rio Claro/SP. As Pedagogic Elementary Education Coordinator of the initial series of municipal schools, coordinated a Study Group, which was attended by head teachers of this school segment. The main issue of this research was to discuss the challenges that the coordinator teacher and the pedagogical coordinator face daily to exercise their role in the school context and the Municipal Department of Education, respectively. This is a qualitative study which examines a methodological perspective the narrative research, made possible: a) reflect on the organization of meetings with head teachers who participated in the Study Group, as of problematizations held by them and b) look at my constitution while forming this Study Group, this training space. Among the data production tools are: laws of the Municipal Department of Education, head teachers of records and schoolteachers that worked, notebook pedagogical coordinator, questionnaires given to participants of the Study Group, writing letters four coordinators teachers. Data analysis was performed from the evidential paradigm (GINZBURG, 1989). As lessons learned during the study are explicit: the relationship established with the participants of the Study Group, revealing the need to revisit our professional practice; the presence of silence linked to design training; the challenges present in the functions of coordinating teachers and pedagogical coordinator, which are not present in the legislation; the duties of head teachers who do not consider in their work projects proposed attentive to interpersonal relations and the presence of the student; the coordinator teacher elected by peers and subsequently suffer from the veiled threats depending on the positions it takes in their work; entrusted to the responsibilities individually on the need to take responsibility of all people, for the construction of the community before the students' learning. This work will contribute to rethink the design of training present among head teachers, pedagogical coordination and the City Department of Education, to pursue actions that transform the election process and/or renewal, set another relationship between the Educational Improvement Center the School Supervisors.
Descrição
Palavras-chave
Professor Coordenador, Formação continuada, Constituição do professor coordenador, Teacher Coordinator, Continuing formation, Constitution coordinator teacher