The aim of the study was to investigate the current management of educational change in Tanzania, with specific reference to the Primary Educational Development Plan (PEDP) and relate it to the roles of different stakeholders in education reform in order to determine factors that underlie its success or failure. The problem was investigated by means of a literature survey and an empirical inquiry. The literature survey revealed that educational change management is a social phenomenon whose process is considered overlapping. Implementation of educational change requires knowledge and understanding of the change objectives and the roles necessary to sustain the change. This process requires a shared vision among the educational stakeholders. A qualitative inquiry using in-depth individual and focus group interviews was conducted to explore the experiences of people affected by the implementation of the PEDP in Tanzania. The sample was purposefully chosen and reflected a number of stakeholders on various levels. The empirical study revealed factors outside the country that influence the management of educational change. These include a change in global focus and donors’ influence. The implementation of educational change in Tanzania has also depended largely on an understanding of directives and guidelines provided by the headquarters. The achievements that have been made are mainly quantitative and unlikely to be sustained. A lack of motivation among teachers has resulted in their passive participation in the reform. The top-down management of the reform has also adversely affected the sustainability of the reform. The PEDP was intended to have grassroots participation with broad involvement of stakeholders in outcomes. However, PEDP has been top-down, removed from local context. The study concluded that the implementation of reform was done without clear direction and scope. Thus, the sustainability of the reform is uncertain. Following the findings, the study recommends a constant dialogue using interpersonal communication with stakeholders on the purposes, strategies and practical working environment of the reform. The study also recommends change agents operating at district and school levels and the provision of clear roles and functions to specific stakeholders. / Educational Studies / D. Ed. (Educational Management)

This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with the purpose of investigating the management duties undertaken by the principal regarding time, staff and curriculum. In order to achieve the aim of this study the main research question was formulated, that is: How does the principal of X primary boys-only school manage the administrative and instructional programme in the process of executing his duties? Chapter One orientates the reader regarding the purpose, research problem, motivation and design of the study. Chapter Two provides the theoretical framework in terms of the types of school management models with particular focus on the democratic management model and the systems theory. Qualitative research in the form of in-depth interviews and participant observation was undertaken in an attempt to answer the research question. Interviews were conducted with the school principal and four educators. Chapter Four presents the findings of the study which highlight the role of the principal in managing the aspects of the school while he delegates the various areas of management to the members of staff. The findings further reveal the principal’s involvement in all the processes from inception to end. Chapter Five concludes the study summatively. The chapter includes a brief account of what the study covered, assumptions made in the theoretical framework, and draws important conclusions and makes relevant recommendations about the management duties of the school principal. / Educational Studies / M.Ed. (Education Management)

This study explores the influence of teacher unions on the formulation and implementation of the Integrated Quality Management System (IQMS) in the Johannesburg Central District. The involvement of unions in the signing of Collective Agreement Number 8 of 2003 and the failure of unions to fully support implementation at school level is a challenge. Unions are part of the bargaining council in the Education and Labour Relations Council as they are also part of the policy formulation process. The constitutional duty that teachers need to align themselves with is to provide quality education that will allow learners fair and better opportunities of succeeding. The use of IQMS as a quality measurement system is of outmost importance to stabilise the education environment and to benefit the nation. Unions therefore have a statutory obligation not only to their constituencies but also to their clients, the teachers. The study was qualitative and exploratory in nature, based on grounded and social constructivism theory. It was conducted in the Johannesburg Central region that forms part of the Gauteng Education Department. The sample consisted of groups of five union representatives, two Gauteng Department of Education officials and 35 school-based unionised teachers. The researcher used observation, one on one interview as well as focus group interviews to collect data. The unions involved in the study were the Suid Afrikaanse Onderwyseris Unie the National Professional Teachers’ Organisation of South Africa and the South African Democratic Teachers’ Organisation .Findings showed a deficiency in processes such as advocacy, training and funding which are the main determinants of policy implementation. The unions were of the opinion that regardless of their role in the ELRC which some viewed as rubberstamping; their influence was not of much significance during the formulation of policies. They suggested a more rigorous and intense route that could give them the mandate to be hands on during the formulation of policies. They also reported that they needed qualified and competent people to spearhead training so as to ensure a better understanding by all stakeholders during the effective implementation of IQMS. / Educational Leadership and Management / D. Ed. (Education Management)

Made available in DSpace on 2016-08-03T16:15:50Z (GMT). No. of bitstreams: 1 Angeli M Teixeira.pdf: 1318552 bytes, checksum: 139d513bbe99020680b7f7fb95fe30f5 (MD5) Previous issue date: 2014-09-11 / The overlapping of the administrative over the pedagogical in the everyday routine of the School Supervisor has been having, over the past decades, an important role in the academic discussions. It stems from the dissatisfaction of a great number of these professionals who face a heavy load of burocracy when they take charge and which doesn t allow them to work effectively on the pedagogical projects in the schools. The research in this area, though growing, still needs more attention. The issue of this research focus on the ways the supervisors (in the Rede Municipal de Ensino de São Paulo) handle these two aspects of their role: the administrative, related to the burocracy, and the pedagogical one, related to the educational projects in the schools and other areas of community. This research has as a starting point a historical outline of the path of the School Supervisor in the city, based on the legal material which was responsible for defining this function/position and of the historical background they were a part of. Following that, there s the answers of the research carried out with the School Supervisors from diretorias de ensino regionais de educação of the city analysed in face of the historical background mentioned above and the chosen theoretical guidebooks, in which the works of Demerval Saviani and Celestino Alves da Silva Júnior must be highlighted for these are authors acknowledged as important references and widely cited in the researches concerning the educational supervision area. The research points out important issues to contribute to the understanding of the problems at stake, especially those related to the controversy regarding the duties imposed on the School Supervisor, to the insufficient educational background of these professionals and, therefore, to the difficulty to construct the professional identity of the São Paulo City School Supervisor. / A sobreposição da ação administrativa à ação pedagógica no cotidiano de trabalho do Supervisor Escolar tem ocupado, nas últimas décadas, espaço importante na discussão acadêmica. Fruto da insatisfação de grande parte desses profissionais que, ao assumirem os cargos, deparam-se com uma carga de obrigações burocráticas que os impede de atuar efetivamente nos projetos pedagógicos das escolas, a pesquisa na área, embora crescente, ainda carece de exploração. O problema dessa pesquisa diz respeito às formas pelas quais os supervisores escolares da Rede Municipal de Ensino de São Paulo articulam essas duas faces da função que constitui a sua profissão, a administrativa, ligada às obrigações burocráticas e a pedagógica, ligada ao trabalho pedagógico nas escolas e em outras esferas. Parte-se do delineamento da trajetória histórica do Supervisor Escolar no município, feito perante o levantamento dos referenciais legais que objetivaram sua função/profissão e dos contextos históricos em que se inseriram. Na sequência, as respostas da pesquisa realizada com supervisores escolares de diretorias regionais de educação da cidade analisadas em suas relações com o levantamento histórico citado e os referenciais teóricos eleitos, em que se destacam as obras de Demerval Saviani e Celestino Alves da Silva Júnior, autores reconhecidos como referenciais importantes e amplamente citados nas pesquisas da área da supervisão educacional. A pesquisa aponta importantes indicadores para contribuir com a elucidação do problema em tela, especialmente no que tange à controvérsia das atribuições impostas à Supervisão Escolar, à formação deficitária desses profissionais e, por conseguinte, à dificuldade de se construir a identidade profissional do Supervisor Escolar do Município de São Paulo.  

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-02-22Bitstream added on 2014-06-13T21:06:16Z : No. of bitstreams: 1 ribeiro_ds_dr_mar.pdf: 708570 bytes, checksum: 84b141805049d23845ae500e0924ff82 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O trabalho toma como fontes documentais os livros Ensaio de uma teoria da Administração Escolar, de José Querino Ribeiro, e Organização e Administração Escolar, de Manoel Bergström Lourenço Filho. Através dessas fontes, analisa-se a teoria de Administração Escolar produzida no Brasil, entre 1952 e 1963, objeto de estudo da pesquisa. A partir das datas de publicação dos livros referidos, o recorte histórico é delimitado entre 1930 e 1960. As três referências bibliográficas da área de Administração Escolar, comuns em ambos os livros, possibilitaram a investigação das raízes de modelos teóricos (racional/burocrático, de sistema social, político e anárquico) apresentados na obra A Escola como Organização e a Participação na Organização Escolar, de Licínio C. Lima, utilizada como referência teórica. Os três trabalhos identificados, escritos em língua inglesa, foram: Public School Administration, de Ellwood Cubberley; School Administration. Its Development, Principles and Function in the United States, de Arthur B. Moehlman; e The Nature of the Administrative Process. With Special Reference to Public School Administration, de Jesse B. Sears. A partir desse referencial teórico e metodológico, a pesquisa ensaiou uma abordagem sociológica na análise dos dados, apontando para a necessidade de um aprofundamento na área da Sociologia da Ciência. A tese defendida é a de que havia, nos anos de 1930, uma concepção de ciência que possibilitou a constituição inicial do campo de estudos da Administração Escolar. Nos anos de 1950, condições e processos de produção científicos diferenciados permitiram identificar as raízes dos modelos teóricos, constituindo-se como instrumentos analíticos. / The doctoral dissertation has as sources the books Ensaio de uma teoria da Administração Escolar, by José Querino Ribeiro and Organização e Administração Escolar, by Manoel Bergström Lourenço Filho. Through those sources the school administration theory produced in Brazil between 1952 and 1963, the study object of the research, is analyzed. From the referred books publishing dates the research historical period of analysis is limited between 1930 and 1960. The three bibliographical references on school administration, common in both books, made it possible to investigate the roots of potential theoretical models (rational/bureaucratic, social system, political and anarchical) presented in the book A Escola como Organização e a Participação na Organização Escolar, by Licínio C. Lima, used as theoretical reference on the subject. The three pieces of work identified, written in English, were: Public School Administration, by Ellwood Cubberley; School Administration. Its Development, Principles and Function in the United States, by Arthur B. Moehlman; and The Nature of the Administrative Process. With Special Reference to Public School Administration, by Jesse B. Sears. The thesis defended is that there was, in the 1930's, a conception of science that permitted the initial constitution for School Administration studies. In the 1950's scientifically differentiated production conditions and processes made it possible to identify the roots of the theoretical models getting shaped as analytical instruments.

Made available in DSpace on 2016-06-02T19:39:04Z (GMT). No. of bitstreams: 1 2607.pdf: 1042050 bytes, checksum: 4a47d8e2b8d7253503d43213de8575ae (MD5) Previous issue date: 2009-08-18 / The present project has for objective to understand the politics dimension of the function/post of the principal (headteacher), as well as its joint with the City department of Education and the pertaining to school community. For such, we made study of the patrimonialism as Portuguese inheritance; of a present patrimonialism system in Brazil since the settling. We analyze the way to enter of the position/job in special in Araraquara/SP s city, where we concentrate the research, noticing the clientelism and patrimonialism internally in the educational units through the figure of the principal (headteacher). We concentrate in the process of construction of the principal s patrimonialist character, with intention to contribute to delineated a direction for a really democratic management in the schools. In this context, we look for to understand our patrimonialist inheritance Portuguese existing until today in the school. We conclude that the headteacher is inserted in a culture that loads pieces of patrimonialism and clientelism, of a centralizer power culture, and all the responsibilities of college are of him. The administrative structure to school put the principal on top of the hierarchy, contributing that the structures of power remain in the same way. / O presente trabalho tem por objetivo compreender a dimensão política da função/cargo do diretor de escola, bem como sua articulação com a Secretaria Municipal de Educação e a comunidade escolar. Para tal, fizemos um estudo sobre o patrimonialismo como herança lusitana; de um sistema patrimonial presente em nosso país desde a colonização. Analisamos as formas de provimento para o preenchimento do cargo/emprego em especial no município de Araraquara/SP, onde centralizamos nossa pesquisa, encontrando o clientelismo e patrimonialismo envolto nas unidades educacionais através da figura do diretor. Focamos o processo de construção do caráter patrimonialista dos diretores de escola, com o intuito de contribuir para que sejam traçadas diretrizes para uma gestão realmente democrática nas escolas. Neste contexto, procuramos entender a nossa herança patrimonialista lusitana presente até hoje nas instituições escolares. Concluímos que o diretor está inserido em uma cultura que carrega consigo ranços de patrimonialismo e clientelismo, de uma cultura centralizadora de poder, recaindo sobre ele todas as responsabilidades da escola. A própria estrutura administrativa escolar, coloca o diretor no topo da hierarquia, contribuindo para que as estruturas de poder permaneçam da mesma forma.

A presente pesquisa objetivou compreender como docentes de Educação Física que estão na posição funcional de direção ou vice-direção assumem, significam e experienciam a gestão escolar na Rede Municipal de Ensino de Porto Alegre (RMEPOA). Para tal, optei pela pesquisa narrativa, realizada com três docentes de Educação Física entre os meses de agosto e dezembro de 2015. A pesquisa narrativa possibilitou reflexões e aprendizados a partir do protagonismo dos colaboradores com suas experiências que compõe suas histórias de vida singulares e o seu entrelaçamento com a história social da referida rede. Foi possível identificar que a conjuntura da cultura escolar influencia os professores de Educação Física a assumirem sua posição funcional atual, a partir de elementos como: mudanças da estrutura político educacional do contexto da RMEPOA; contexto histórico da comunidade e da escola; prática docente pautada por posicionamento político; demandas pedagógicas, econômicas e políticas da escola; identificação e valorização da comunidade; tempo que o docente trabalha na RMEPOA; eventos escolares dentro e fora da escola; experiências prévias dentro da equipe diretiva, e o próprio processo eleitoral. Os movimentos que resultaram nesta troca de posição funcional são atravessados pela formação pessoal, formação escolar, influenciada pela identificação com a disciplina de Educação Física e com seus respectivos professores, assim como experiências vividas em espaços políticos como o Grêmio Estudantil. Na formação acadêmica outros elementos agregaram a compreensão deste movimento interno, como a participação em espaços políticos com o Diretório Acadêmico e o Diretório Central de Estudantes, e a participação em outros espaços formativos extracurriculares como: monitoria, grupos de pesquisa e extensão. Foi identificado que os colaboradores seguem aprendendo em sua prática diária artesanal nas escolas. É desta prática em seus diferentes contextos educacionais, que emergem as situações formativas onde são constantemente convidados a se posicionarem político e pedagogicamente. Cada colaborador enuncia um legado, uma prioridade para sua gestão, pois conferem à sua posição funcional estilos singulares, mobilizados por diferentes premissas e marcas pessoais. Um dos docentes objetiva deixar como legado a criação de uma identidade escolar a partir do esporte e da cultura, como possibilidade pedagógica para a escola. Outra docente tem como prioridade a formação de uma identidade coletiva docente, onde existam novas lideranças, além de outras questões relacionadas à segurança e ao nível de aprendizado dos alunos. A terceira docente tem como foco a sensibilização das relações internas entre os componentes da comunidade escolar, voltadas para as necessidades dos alunos. Os três colaboradores objetivam a emancipação dos alunos. A pesquisa narrativa possibilitou a valorização das experiências dos sujeitos, sendo estas o “motor” do aprendizado gerado ao longo deste processo para a escrita deste trabalho. Trata-se de uma pesquisa que proporcionou reflexões e produção de conhecimentos para a área de pesquisa de formação de professores. Ao mesmo tempo, esta pesquisa concretizou-se em oportunidade formativa tanto para a pesquisadora quanto para os colaboradores, possibilitando-me ampliar a compreensão sobre possibilidades de trabalho dentro da escola, apurar um olhar mais sensível às relações políticas e aprender que ao escrever a história do outro, também resignifico e reescrevo a minha. / This research aimed to understand how physical education teachers who are in the head teacher assumes, means and experiences the school management in the Municipal Network of Porto Alegre Schools (RMEPOA). To this end, I opted for narrative research, carried out with three teachers of Physical Education between August and December 2015. The narrative research enabled reflections and learnings from the role of teachers with their experiences that make up their unique life stories and its relationship with the social history of the schools. It was possible that the school culture environment influences the physical education teachers to take their current functional position from elements such as: changes in the educational structure of political context of RMEPOA; historical context of the community and the school; teaching practice guided by political positioning; educational demands, economic and school policies; identification and community recovery; time experience teachers working in RMEPOA; school events inside and outside; previous experience within the management team, and the electoral process itself. The internal movements that led to this exchange functional position are crossed by staff training, school formation, influenced by identification with the discipline of Physical Education and their teachers, as well as experiences in political spaces such as the Student Government. In academic background other elements added understanding of this internal movement, such as participation in political with the Academic Board and the Student Center Directory, and participation in other extracurricular training areas such as monitoring, research groups and extension activities. It was identified that head teacher follow in learning their craft daily practice in schools. It is this practice in their different educational contexts, emerging formative situations which are constantly invited to position themselves politically and pedagogically. Each head teacher sets out a legacy, a priority for its management, as give to their functional position unique styles, mobilized by different assumptions and personal branding. One of them aims leave as a legacy to create a school identity from the sport and culture as pedagogical possibility to school. To another one, priority is the formation of a teacher collective identity, where there are new leaders, as well as other issues related to safety and student learning level. The third is focused on the awareness of internal relations between the components of the school community, focused on the needs of students. The three teachers aim the emancipation of students. The narrative research furthered the valuation of the subjects experiences, which are the "engine" of the learning generated throughout this process for writing this work. This is a research that provided reflection and production of knowledge in the area of teacher education. At the same time, this research become in training opportunity for both the researcher and for head teachers, enabling me to expand the understanding of teacher‟s work opp. within the school, establishing a more sensitive eye to political issues and learn to write history it the other, also rewrite my self. / Esta investigación tenía el objetivo de comprender cómo los profesores de educación física que están en la posición de dirección o vice dirección suponen, los medios y la experiencia de la dirección del centro en la Red Municipal de Enseñanza de Porto Alegre (RMEPOA). Con este fin, he optado por la investigación narrativa, llevado a cabo con tres profesores de Educación Física entre agosto y diciembre de 2015. La investigación narrativa activar reflexiones y aprendizajes del papel de los empleados con sus experiencias que conforman sus historias de vida únicas y su relación con la historia social de la red. Era posible que el medio ambiente influye en la cultura escolar los profesores de educación física a tomar su posición funcional actual a partir de elementos tales como: cambios en la estructura educativa del contexto político de RMEPOA; contexto histórico de la comunidad y la escuela; la enseñanza de la práctica guiada por el posicionamiento político; demandas educativas, económicas y políticas de la escuela; identificación y recuperación de la comunidad; profesores de tiempo de trabajo en RMEPOA; eventos escolares dentro y fuera de la escuela; experiencia previa en el equipo de dirección, y el propio proceso electoral. Los movimientos internos que llevaron a esta posición funcional de intercambio son atravesados por la formación del personal, la educación escolar, influenciado por la identificación con la disciplina de Educación Física y sus profesores, así como las experiencias en los espacios políticos como el gobierno del estudiante. En la formación académica añaden otros elementos comprensión de este movimiento interno, como la participación en política con la Dirección Académica y el Directorio del Centro de Estudiantes, y la participación en otras áreas de formación extracurriculares tales como monitoreo, grupos de investigación y extensión. Se identificó que los empleados sigan en el aprendizaje de su práctica diaria en las escuelas de artesanía. Es esta práctica en sus diferentes contextos educativos, formativos situaciones que se invita constantemente a posicionarse políticamente y pedagógicamente emergente. Cada empleado establece un legado, una prioridad para su gestión, como dar a sus estilos únicos posición funcional, movilizados por diferentes supuestos y la marca personal. Uno de los objetivos docentes dejan como legado para crear una identidad de la escuela del deporte y la cultura como posibilidad pedagógica a la escuela. La prioridad de otro maestro es la formación de una identidad colectiva maestro, donde hay nuevos líderes, así como otras cuestiones relacionadas con el nivel de seguridad y el aprendizaje del estudiante. La tercera enseñanza se centra en el conocimiento de las relaciones internas entre los componentes de la comunidad escolar, nos centramos en las necesidades de los estudiantes. Los tres empleados tienen como objetivo la emancipación de los estudiantes. La investigación narrativa posibilitó la valorización de las experiencias de los sujetos, que son el "motor" del aprendizaje generado a lo largo de este proceso para escribir este trabajo. Esta es una encuesta que proporciona la rEducação Físicalexión y la producción de conocimiento en el ámbito de la investigación pedagógica. Al mismo tiempo, esta investigación se materializó en oportunidad de capacitación tanto para el investigador como para los empleados, lo que me permite ampliar la comprensión de las oportunidades de trabajo dentro de la escuela, establecer un ojo más sensible a la política y aprender a escribir la historia por otro, también ressignifico y volver a escribirme.

隨著實驗教育三法的通過，公立學校發展實驗教育的新型態─「學校型態實驗教育」為偏鄉學校提供另類轉型的契機與出路。在《學校型態實驗教育實施條例》中，明文規定辦理此類實驗教育之學校可針對學校部分校務行政事項進行實驗，不受一般教育法規的限制。本研究旨在探討原本在面臨困境的臺灣公立偏鄉小學，在辦理實驗教育後在校務行政的運作有何實際的轉變與改進，並藉此了解學校型態實驗教育政策的內涵。 本研究透過深度訪談及田野調查之質性研究方法，探究偏鄉小學辦理學校型態實驗教育之校務行政變革與挑戰，得到的研究結論如下：（一）主管機關針對學校型態實驗教育政策無明確發展之目標；（二）辦理學校型態實驗教育之偏鄉小學行政業務量整體而言不減反增；（三）偏鄉小學部分行政業務並沒有因為辦理實驗教育而得到彈性發展的空間；（四）偏鄉小學因辦理學校型態實驗教育逐漸活絡校內課程討論與教學經驗分享的氛圍；（五）學校行政人員與教師在使用特定理念的教學方法時，面臨許多實際面上執行的困境，與主管機關所期望之理想情況有落差；（六）家長不夠清楚實驗教育的內涵，容易對實驗教育抱有過高的期望。最後，針對這些上述歸納之研究結論，提出對於主管機關實施學校型態實驗教育政策以及未來學校型態實驗教育相關研究的建議。 / As the Three-type acts of experimental education passed, the new type of experimental education for public schools－" Enforcement Act for School-based Experimental Education" encourages rural schools to change and transform. In "Enforcement Act for School-based Experimental Education," the act also expressly indicates that some administrative affairs of these school-based experimental schools could be experimented, not confined to normal education legislation. The aim of this study was to explore how school administration of Taiwan public rural elementary schools, which originally faced with challenges, actually change and improve, and to understand the school-based experimental education policy. Qualitative research method including an in-depth interview and field work were adopted to collect the data and to investigate how school administration change and what challenges they face. The conclusion of this study are as follow: (a) the authorities have no clear developmental aim on school-based experimental education policy, (b) on the whole, the amount of administration affairs for school-based experimental schools isn't less than before, is much more than before, rather, (c) part of administration affairs still have no flexible room for development, (d) the atmosphere of curriculum discussion and teaching experience share become more active, (e) specified teaching method used by school administrators and teachers is practically difficult, and doesn't meet expectations of the authorities, (f) parents who don't clearly comprehend the content of experimental education, tend to highly overestimate it. Finally, suggestions are given to the authorities and future researchers to improve the school-based experimental education according to conclusions above.

Made available in DSpace on 2016-01-26T18:49:33Z (GMT). No. of bitstreams: 1 DISSERTACAO_EDUCACAO_MARISA SALINA CASSALATE.pdf: 240618 bytes, checksum: 94052386f8de9e0853b756d77d4b7623 (MD5) Previous issue date: 2007-10-09 / This work intends to consist of a study on the performance of the pedagogical coordinator teacher in the in-service teacher education. With intention to apprehend the conceptions, practices and difficulties of the researched object, we used as source of data, technical documents (specialized literature) and official documents (legislations and programs). To illustrate the performance of the pedagogical coordinator teacher we used the data of a research carried through with a pedagogical coordinator teacher of a public school of the interior of the state of São Paulo. It is, therefore, a study case, with qualitative approach. Yet, we made use of the theoretical references on the performance of the pedagogical coordinator teacher and we found out that he plays an important role in the in-service teacher education and in the development of constant studies and reflections within the scope of school. The analysis of the research on the pedagogical coordinator teacher, focus of our work, allows us an approximation and a reflection on the developed in-service teacher education. In this direction, when bringing up those reflections, we point out, yet, the importance of the collective work developed in the collective pedagogical working hours HTPC as a space of in-service teacher education. / Este trabalho pretende constituir-se num estudo sobre a atuação do professor coordenador pedagógico na formação continuada docente. Com o intuito de apreender as concepções, práticas e dificuldades do objeto pesquisado, utilizamos como fonte de dados, documentos técnicos (literatura especializada) e documentos oficiais (legislações e programas). Para ilustrar a atuação do professor coordenador pedagógico utilizamos os dados de pesquisa realizada com uma professora coordenadora pedagógica de uma escola estadual do interior do Estado de São Paulo. Trata-se, portanto, de um estudo de caso, com abordagem qualitativa de pesquisa. Fizemos uso, ainda, do referencial teórico sobre a atuação do professor coordenador pedagógico e constatamos que ele tem uma função importante na formação continuada docente e no desenvolvimento de constantes estudos e reflexões no âmbito escolar. A análise da pesquisa sobre a professora coordenadora pedagógica, foco do nosso trabalho, nos permite uma aproximação e uma reflexão sobre a formação continuada docente desenvolvida. Nesse sentido, ao trazermos à tona essas reflexões, salientamos, ainda, a importância do trabalho coletivo desenvolvido nas horas de trabalho pedagógico coletivo HTPC como espaço de formação continuada docente.

Made available in DSpace on 2016-07-18T17:54:08Z (GMT). No. of bitstreams: 1 DISSERTACAO_EDUCACAO_MARISA SALINA CASSALATE.pdf: 240618 bytes, checksum: 94052386f8de9e0853b756d77d4b7623 (MD5) Previous issue date: 2007-10-09 / This work intends to consist of a study on the performance of the pedagogical coordinator teacher in the in-service teacher education. With intention to apprehend the conceptions, practices and difficulties of the researched object, we used as source of data, technical documents (specialized literature) and official documents (legislations and programs). To illustrate the performance of the pedagogical coordinator teacher we used the data of a research carried through with a pedagogical coordinator teacher of a public school of the interior of the state of São Paulo. It is, therefore, a study case, with qualitative approach. Yet, we made use of the theoretical references on the performance of the pedagogical coordinator teacher and we found out that he plays an important role in the in-service teacher education and in the development of constant studies and reflections within the scope of school. The analysis of the research on the pedagogical coordinator teacher, focus of our work, allows us an approximation and a reflection on the developed in-service teacher education. In this direction, when bringing up those reflections, we point out, yet, the importance of the collective work developed in the collective pedagogical working hours HTPC as a space of in-service teacher education. / Este trabalho pretende constituir-se num estudo sobre a atuação do professor coordenador pedagógico na formação continuada docente. Com o intuito de apreender as concepções, práticas e dificuldades do objeto pesquisado, utilizamos como fonte de dados, documentos técnicos (literatura especializada) e documentos oficiais (legislações e programas). Para ilustrar a atuação do professor coordenador pedagógico utilizamos os dados de pesquisa realizada com uma professora coordenadora pedagógica de uma escola estadual do interior do Estado de São Paulo. Trata-se, portanto, de um estudo de caso, com abordagem qualitativa de pesquisa. Fizemos uso, ainda, do referencial teórico sobre a atuação do professor coordenador pedagógico e constatamos que ele tem uma função importante na formação continuada docente e no desenvolvimento de constantes estudos e reflexões no âmbito escolar. A análise da pesquisa sobre a professora coordenadora pedagógica, foco do nosso trabalho, nos permite uma aproximação e uma reflexão sobre a formação continuada docente desenvolvida. Nesse sentido, ao trazermos à tona essas reflexões, salientamos, ainda, a importância do trabalho coletivo desenvolvido nas horas de trabalho pedagógico coletivo HTPC como espaço de formação continuada docente.