Concepções, princípios, práticas e reflexões de coordenadores pedagógicos das escolas municipais de educação infantil de novo hamburgo

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

2011

RESUMO

How does a team of pedagogical coordinators of the primary education school system of the city of Novo Hamburgo organizes its action to follow more specifically the pedagogical aspect of the work done with the team that is under its coordination? What are the conceptions and principles of supervising that guide these professionals¿ practices in the exercise of their supervisory role? These are the guiding questions of this research, whose investigative character takes into consideration reflections about professional practices of a team of pedagogical coordinators through a methodological approach that makes use of individual written responses to questionnaires and face-to-face meetings, which are organized from the methodology of focal group recorded on audio and video. This study aims at understanding, on the one hand, how these professionals have been producing themselves in the pedagogical coordination towards the attributions of the function, which are defined in a document made by the municipal education system of Novo Hamburgo and, on the other hand, in what ways the team has been producing the pedagogical coordination work in this public school system. The theoretical referential includes several approaches to school supervision and is articulated to the reflections of the pedagogical coordinators that are subjects of this research towards their professional roles. I carry out a partnership with authors that comprehend coordination as a function-profession that, at school, is characterized by supervising, coordinating, monitoring and supporting the teaching process: Mary Rangel, Dermeval Saviani, Isabel Alarcão and Vera Placco. As a result of the analysis, the research shows that the specificity of this professional¿s role in the composition and articulation of the daily routine of daycare centers and kindergartens is found in the possibility of intervention held by coordinators, in the organization of a dialogue that encourages the comprehension of the teaching processes and the teachers¿ potentialities, pointing out to a conception of cooperative and active pedagogical coordination. In addition, the procedure of controlling and checking the work done by the team of professionals that under this pedagogical coordinator¿s responsibility also comes as a fundamental principle that guides the coordinators¿ practices. In the search for the comprehension of the coordinator¿s role, this study bets on the conception of coordination as an essentially pedagogical function, which offers the possibility of being (re)invented in practice and by practice in the most diverse realities of pedagogical coordinators who work at this primary education school system.

ASSUNTO(S)

educação infantil primary education pedagogical coordination supervisão escolar coordenação pedagógica school supervision municipal public school system ensino público novo hamburgo (rs)

ACESSO AO ARTIGO

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