This phenomenological study has been conducted to reveal midwives’ experiences working as coordinator/charge midwives in tertiary hospital delivery suite settings. The methodology is informed by Heidegger’s interpretive phenomenological, hermeneutic philosophy (1927/1962). Data analysis is based on van Manen’s (1990) research methodology. Five coordinator/charge midwives who work at three tertiary hospitals were interviewed. These interviews were tape recorded, transcribed and analyzed to uncover commonality of themes which revealed what it felt like ‘being’ a coordinator/charge midwife. The three themes which emerged and are discussed in the data analysis chapters are: “The performing art of leadership”, “Time as lived” and “In the face of the ‘known’ and the ‘unknown’”. The findings of this study reveal coordinators are the ‘hub’ or the ‘pivot’ at their workplace with their art and soul of midwifery at the very core of their ‘being’. They ‘know’ the unpredictability of childbirth and are regularly challenged by ‘lived time’ as they ‘leap in’ to situations and ‘leap ahead’. Their ability to facilitate teamwork and their resilience in the face, at times, of seemingly insurmountable obstacles shines through.

This phenomenological study has been conducted to reveal midwives’ experiences working as coordinator/charge midwives in tertiary hospital delivery suite settings. The methodology is informed by Heidegger’s interpretive phenomenological, hermeneutic philosophy (1927/1962). Data analysis is based on van Manen’s (1990) research methodology. Five coordinator/charge midwives who work at three tertiary hospitals were interviewed. These interviews were tape recorded, transcribed and analyzed to uncover commonality of themes which revealed what it felt like ‘being’ a coordinator/charge midwife. The three themes which emerged and are discussed in the data analysis chapters are: “The performing art of leadership”, “Time as lived” and “In the face of the ‘known’ and the ‘unknown’”. The findings of this study reveal coordinators are the ‘hub’ or the ‘pivot’ at their workplace with their art and soul of midwifery at the very core of their ‘being’. They ‘know’ the unpredictability of childbirth and are regularly challenged by ‘lived time’ as they ‘leap in’ to situations and ‘leap ahead’. Their ability to facilitate teamwork and their resilience in the face, at times, of seemingly insurmountable obstacles shines through.

Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2008. / The introduction of a multidimensional approach towards peace missions in complex emergencies emphasises the importance of coordination between the military and the humanitarian components at all levels of interaction. Cooperation and coordination between the military and humanitarian components are critical in achieving a common goal to alleviate suffering and save lives. The challenge is how to develop, enhance and sustain an effective working relationship to overcome the conflicting views on coordination from the military and humanitarian perspectives. Humanitarians fear the loss of independence and neutrality when associated with the military. The military tend to undermine humanitarians role and functions in becoming directly involved in humanitarian action. During selection, the military needs to identify members who firstly conform to the generic psychological peacekeeping profile and who secondly, portray the skills, knowledge and abilities to perform the coordination function between the military and the humanitarian component. The challenge remains to select competent military members in the absence of a psychological profile for the coordination function. Through this research, the psychological profile for a Civil Military Coordination Officer is defined. In the theoretical discussion, the importance of coordination is emphasised through analyses of the challenges, roles, functions and behaviours associated with Civil Military Coordination Officers in multidimensional peace missions. The theoretical foundation and primary data from field research are integrated in a competency model for Civil Military Coordination Officers. The results of this research are presented as a model of provisional selection criteria for Civil Military Coordination Officers.

ARAÚJO, Osmar Hélio Alves. Formação docente, professor coordenador pedagógico e contexto escolar: diálogos possíveis. 2015. 147f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-01-19T12:12:49Z No. of bitstreams: 1 2015_dis_ohaaraujo.pdf: 984456 bytes, checksum: 27d0918a997a5dfc1a898462f3be22df (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-01-19T15:12:19Z (GMT) No. of bitstreams: 1 2015_dis_ohaaraujo.pdf: 984456 bytes, checksum: 27d0918a997a5dfc1a898462f3be22df (MD5) / Made available in DSpace on 2016-01-19T15:12:19Z (GMT). No. of bitstreams: 1 2015_dis_ohaaraujo.pdf: 984456 bytes, checksum: 27d0918a997a5dfc1a898462f3be22df (MD5) Previous issue date: 2015 / This dissertation investigates the teacher pedagogical coordinator and the training of teachers in school. It had as a research object the training of teachers mediated pedagogical coordinator teacher at the school and introduced aimed at understanding the teacher training with a focus on teachers training activities mediated by the teacher pedagogical coordinator. The empirical research, qualitative approach, involved 03 coordinators teachers, core members manager of 02 high school public institutions in the city of Ipu / EC. To collect data was applied questionnaire and semi-structured interviews, and documentary sources, at the school level, the Pedagogical Political Project and the school regulations at the national level, National Education Plan-NAP and the Law of Guidelines and Base Education. The theoretical basis for such a discussion were obtained by the information brought by researchers in the field who have contributed in the making of this research, they are: Domingues (2009, 2014), Clementi (2005), Franco (2008a, 2008b, 2012), Pinto (2006, 2012, 2013), Silvestre and Placco (2012), Freire (1996, 2000, 2005), Lima (2001, 2012), Libâneo (2002a, 2002b, 2008, 2011, 2015), Libâneo and Pimenta (2011 and 2015), Sacristán (1999), Nóvoa (1999a, 1999b, 2009), Pimenta and Lima (2004), Almeida and Pimenta (2012), Pimenta (2005, 2012), Tardif (2000), Tardif and Raymond (2000) .The data let reveal the inadequacy when it comes to specific times of continuous training of teachers, that is, we found specific pedagogical actions combined with the promotion of training of docente.E also as a result, it was revealed the need for continuous training for teachers to break own practice as well as training in a perspective of continuity, systematic, reflective. Thus, it was possible to suggest the pillars that can contribute to the systematization of continuous training of teachers, namely: pedagogical practice, knowledge and experiences of teachers. / A presente dissertação investiga sobre o professor coordenador pedagógico e a formação contínua do docente no contexto escolar. Perfilou como objeto de investigação a formação contínua do docente mediada pelo professor coordenador pedagógico na arena escolar e aduziu como objetivo compreender a formação contínua do professor com enfoque nas ações formativas docentes mediadas pelo professor coordenador pedagógico no contexto escolar. A pesquisa empírica, com âncora na abordagem qualitativa, envolveu 03 professores coordenadores pedagógicos, integrantes do núcleo gestor de 02 instituições públicas de ensino médio do município de Ipu/CE. Para a coleta de dados aplicou-se questionário e entrevista semiestruturada, assim como foram utilizadas fontes documentais, em nível escolar, o Projeto Político Pedagógico e o regimento escolar, em nível nacional, Plano Nacional de Educação-PNE e a Lei de Diretrizes e Base da Educação. Os subsídios teóricos para tal discussão foram auferidos pelas informações trazidas por pesquisadores da área que contribuíram na confecção desta pesquisa, são eles: Domingues (2009, 2014), Clementi (2005), Franco (2008a, 2008b, 2012), Pinto (2006, 2012, 2013), Silvestre e Placco (2012), Freire (1996, 2000, 2005), Lima (2001, 2012), Libâneo (2002a, 2002b, 2008, 2011, 2015), Libâneo e Pimenta (2011 e 2015), Sacristán (1999), Nóvoa (1999a, 1999b, 2009), Pimenta e Lima (2004), Almeida e Pimenta (2012), Pimenta (2005, 2012), Tardif (2000), Tardif e Raymond (2000). Os dados obtidos deixam patente a insuficiência no que toca a momentos específicos atinentes à formação contínua do professor, ou seja, foi possível verificar ações pedagógicas pontuais coadunadas à promoção da formação contínua do docente. E, ainda, como resultado, foi possível perceber a necessidade de uma formação contínua para os professores tendo como solo embrionário o próprio fazer docente, bem como formação em uma perspectiva de continuidade, sistemática, reflexiva. Em vista disso, foi possível sugerir os pilares que podem contribuir na sistematização da formação contínua do docente, quais sejam: a prática pedagógica, os saberes e as experiências dos professores.

Made available in DSpace on 2016-08-03T16:15:43Z (GMT). No. of bitstreams: 1 JNery.pdf: 532961 bytes, checksum: 83184b4506b8ca6d39e714d1801a851e (MD5) Previous issue date: 2012-10-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The educational system has suffered a direct influence of changes occurred in society that is increasingly exposed to a range of information that are not always transformed into knowledge. These changes vary from a new attitude of the teacher in the classroom to the schools social function itself, which still does not answer the needs of society. In this new scenario it is essential a best prepared teacher to guide the students, helping them to interact with others, to select the information that is exposed and transform them into knowledge, as well as interact with their peers. It is important to consider that student learning is directly related to teaching methods to which he is submitted. And to ensure that learning is necessary to have a team more prepared, more cohesive, aware of the work that is developing. So the partnership work between the pedagogical coordinator and teachers is necessary. But is the coordinator prepared for that? To learn how the pedagogical coordinator works in the continuing education of teachers, the research was carried out both theoretical and practical parts. In the theoretical framework are Alvaro Marchesi, Vitor Henrique Paro and Jose Carlos Libaneo, for their great contribution in the field of management; Antonio Nóvoa, Cleide Terzi, Laurinda Almeida and Vera Placco for their work on teacher training and pedagogical coordinators, besides masters and doctoral researches on this theme. In the practical part of the research is organized in view of the methodology qualitative / quantitative interviews with ten pedagogical coordinators. As the emphasis of the dissertation is to build the profile of professional life of the pedagogical coordinators, there were interviewed several segments (Early Childhood Education, Elementary and Secondary Education) from different schools (public and private network). In the quantitative survey, a questionnaire was administered to sixteen teachers, to learn the acting coordinator of the educational aspect of the trainer. The results showed that the pedagogical coordinator also needs training. He performs specific tasks that are not addressed either in universities or in specialized courses, there must be a partnership between the pedagogical coordinator and director of teaching and together decide the paths to be followed within the school, there must be a more directed to the staff meetings, meetings, lectures and activities planned, intentional, there is a need to give the teachers some feedbacks more often, closer, more active, the pedagogical coordinator needs to rethink the collective work, give their teachers the autonomy to act, within what is possible. Even the pedagogical coordinators who do not have autonomy within the school can do something to stop working with the brand of your direction, only with a partnership you can resolve conflicts and tensions and strengthen the leadership, the confidence of their peers the teamwork. Thus, the limitations of the pedagogical work surely diminish / O sistema educacional vem sofrendo influência direta das modificações ocorridas na sociedade, que está cada vez mais exposta a uma gama de informações que nem sempre são transformadas em conhecimento. Essas transformações vão desde uma nova postura do professor em sala de aula até a própria função social da escola, que ainda não responde às necessidades da sociedade. Nesse novo cenário faz-se imprescindível um professor mais preparado para orientar o aluno, ajudando-o a interagir com o outro, a selecionar as informações a que está exposto e a transformá-las em conhecimento, bem como a interagir com seus semelhantes. É importante considerar que aprendizagem do aluno está diretamente relacionada aos métodos de ensino aos quais está submetido. E, para garantir tal aprendizagem é necessário haver uma equipe mais preparada, mais coesa, ciente do trabalho que está desenvolvendo. Por isso a parceria do trabalho entre a coordenação pedagógica e os professores se torna indispensável. Mas será que o coordenador tem esse olhar? Para saber como o coordenador pedagógico atua na formação continuada dos professores, a pesquisa foi desenvolvida com uma parte teórica e uma parte prática. No referencial teórico estão Álvaro Marchesi, Vitor Henrique Paro e José Carlos Libâneo, por sua grande contribuição na área da gestão; Antônio Nóvoa, Cleide Terzi, Laurinda Almeida e Vera Placco, por seus trabalhos sobre formação de professores e de coordenadores pedagógicos, além de dissertações de mestrado e teses de doutorado sobre o tema. Na parte prática a pesquisa se organiza na perspectiva da metodologia quali/quantitativa, com entrevistas com nove coordenadores pedagógicos. Como a ênfase da dissertação está na construção do perfil desse profissional, foram entrevistados coordenadores de diversos segmentos (Educação Infantil, Ensino Fundamental e Ensino Médio) de diferentes escolas (rede particular e pública). No aspecto quantitativo da pesquisa, foi aplicado um questionário a dezesseis professores, para saber da atuação do coordenador pedagógico no aspecto formador. Os resultados mostraram que o coordenador pedagógico também precisa de formação. Ele desempenha tarefas específicas e que não são tratadas nem nas universidades nem nos cursos de especialização; precisa haver a parceria entre o coordenador pedagógico e o diretor pedagógico, para juntos decidirem os caminhos a serem seguidos dentro da escola; precisa haver um olhar mais direcionado para a formação da equipe, com reuniões, encontros, leituras e atividades planejadas, intencionais; há necessidade de devolutivas aos professores com mais frequência, estar mais perto, mais atuante; o coordenador pedagógico precisa repensar o trabalho coletivo, dar a seus professores autonomia para atuarem, dentro do que for possível. Mesmo os coordenadores pedagógicos que não têm autonomia dentro da escola podem fazer algo para deixar o trabalho com a marca do seu direcionamento; somente com um trabalho de parceria será possível resolver os conflitos e as tensões existentes e fortalecer a liderança, a confiança de seus pares, o trabalho em equipe. Dessa forma, as limitações do trabalho pedagógico com certeza diminuirão.

Este estudo tem o objetivo de pesquisar a prática do(a) coordenador(a) pedagógico(a) na Rede Municipal de Ensino do Rio de Janeiro. Para entender a dinâmica de trabalho desses profissionais analisei os períodos em que a Rede Municipal de Ensino estava orientada pela Multieducação, pelo Ciclo de Formação no Ensino Fundamental e pelas transformações curriculares propostas a partir de 2009, quando se iniciou uma nova gestão na Secretaria Municipal de Educação (SME). Realizei um estudo do tipo etnográfico, dialogando com autores que propiciam melhor compreensão da complexa prática do(a) coordenador(a) pedagógico(a) nas escolas. Em seguida, observei as transformações das políticas curriculares da Rede Municipal de Ensino a partir do ciclo de políticas proposto por Stephen J. Ball e colaboradores. E, por fim, examinei a prática de coordenadores(as) pedagógicos(as) através do contexto cultural e da dinâmica do currículo nas respectivas escolas, compreendendo a função desse profissional como mediador(a) das políticas de currículo na Rede Municipal de Ensino do Rio de Janeiro. / This study aims to investigate the practice of the pedagogical coordinator as a mediator of curriculum policies in municipal schools of Rio de Janeiro. To understand the working dynamics of these professionals I analyzed the periods when the municipal schools were driven by the Multieducation, the Training Cycle in Fundamental Education and the proposed curriculum changes from 2009, when a new management in the Municipal Education started. I conducted an ethnographic type study, dialoguing with authors who provide a better understanding of the complex practice of the pedagogical coordinator in schools. Then I noticed the transformations of the curriculum policies of the municipal schools from the policy cycle approach proposed by Stephen J. Ball and colleagues. Finally, I examined the practice of pedagogical coordinators through the cultural context and the dynamics of the curriculum in their schools, understanding the function of this professional as a mediator of curriculum policies in the municipal schools of Rio de Janeiro.

Made available in DSpace on 2014-12-17T14:53:20Z (GMT). No. of bitstreams: 1 MarianaAAS_DISSERT.pdf: 2766071 bytes, checksum: 72361517be2e946844050ab1133a7bae (MD5) Previous issue date: 2013-12-04 / This dissertation aims to identify the profile of the course coordinators of the Estacio/Natal Group Units , toward an understanding of the factors that can improve the relationship of this person within the HEIs surveyed , with students , teachers , directors . Seeks to understand the entrepreneurial and strategic actions in offering quality higher education . At first , a literature search , with the purpose of collecting issues related to theme , focusing on the concepts and landscapes through which they come to higher education was conducted , the course coordinator and entrepreneur profile. The research approach is quantitative . As for goals is descriptive exploratory , by providing greater understanding of the phenomenon investigated and understand the relationships among the concepts involved in the issue studied . A survey of data was done through personal interview , since this method allows the study of questions based on organizational and managerial field. The object of investigation are all the course coordinators of the four units of Estacio / Natal Group . The research instrument consisted of 13 closed questions to identify the profile of the engineer, 17 questions with Likert scale of 5 points for identifying the entrepreneurial profile , 42 questions with Likert scale of 5 points which measured the dimensions of the activity coordinator , 4 open and optional questions that measured the difficulties and opportunities that impact the development of entrepreneurship in the management of courses . Was used as statistical method ( analysis) and descriptive statistics. We conclude that the information collected and knowledge gained can contribute to the HEIs surveyed overcome challenges , foster strategic innovation management courses focusing on the implementation of a new vision of the course coordinator , as a professional who balances skills management and pedagogical skills , and innovation through entrepreneurial skills / Esta disserta??o objetiva identificar o perfil dos coordenadores de curso das Unidades do Grupo Est?cio/Natal, visando o entendimento dos fatores que podem melhorar a rela??o deste profissional, dentro das IES pesquisadas, com seus alunos, docentes, Diretores. Busca conhecer as a??es estrat?gicas empreendedoras e de qualidade na oferta do ensino superior. A princ?pio, foi realizada uma pesquisa bibliogr?fica, com finalidade de coletar assuntos relacionados a tem?tica, com foco nos conceitos e panoramas pelos quais se apresentam a educa??o superior, o coordenador de curso e o perfil empreendedor. A abordagem da pesquisa ? quantitativa. Quanto aos objetivos ? explorat?ria descritiva, por proporcionar maior compreens?o do fen?meno investigado bem como compreender as rela??es entre os conceitos envolvidos na quest?o estudada. Foi feito um levantamento de dados atrav?s de entrevista pessoal, j? que esse m?todo permite o estudo de quesitos baseados no campo organizacional e gerencial. O objeto de investiga??o s?o todos os coordenadores de curso das quatro unidades do Grupo Est?cio/Natal. O instrumento da pesquisa foi composto de 13 quest?es fechadas para identifica??o do perfil do coordenador, 17 quest?es com escala de Likert de 5 pontos para identifica??o do perfil empreendedor, 42 quest?es com escala de Likert de 5 pontos que mediu as dimens?es da atividade do coordenador, 4 quest?es abertas e opcional, que mediu as dificuldades e possibilidades que impactam no desenvolvimento do empreendedorismo na gest?o dos cursos. Utilizou-se como m?todo estat?stico (an?lise de dados) e a estat?stica descritiva. Conclui-se que as informa??es coletadas e os conhecimentos adquiridos podem contribuir para que as IES pesquisadas superem desafios, promovam uma gest?o estrat?gica de inova??o dos cursos com foco na implanta??o de uma nova vis?o do coordenador de curso, enquanto profissional que saiba equilibrar as habilidades de gest?o e as habilidades pedag?gicas, al?m de inovar atrav?s de compet?ncias empreendedoras

Este estudo tem o objetivo de pesquisar a prática do(a) coordenador(a) pedagógico(a) na Rede Municipal de Ensino do Rio de Janeiro. Para entender a dinâmica de trabalho desses profissionais analisei os períodos em que a Rede Municipal de Ensino estava orientada pela Multieducação, pelo Ciclo de Formação no Ensino Fundamental e pelas transformações curriculares propostas a partir de 2009, quando se iniciou uma nova gestão na Secretaria Municipal de Educação (SME). Realizei um estudo do tipo etnográfico, dialogando com autores que propiciam melhor compreensão da complexa prática do(a) coordenador(a) pedagógico(a) nas escolas. Em seguida, observei as transformações das políticas curriculares da Rede Municipal de Ensino a partir do ciclo de políticas proposto por Stephen J. Ball e colaboradores. E, por fim, examinei a prática de coordenadores(as) pedagógicos(as) através do contexto cultural e da dinâmica do currículo nas respectivas escolas, compreendendo a função desse profissional como mediador(a) das políticas de currículo na Rede Municipal de Ensino do Rio de Janeiro. / This study aims to investigate the practice of the pedagogical coordinator as a mediator of curriculum policies in municipal schools of Rio de Janeiro. To understand the working dynamics of these professionals I analyzed the periods when the municipal schools were driven by the Multieducation, the Training Cycle in Fundamental Education and the proposed curriculum changes from 2009, when a new management in the Municipal Education started. I conducted an ethnographic type study, dialoguing with authors who provide a better understanding of the complex practice of the pedagogical coordinator in schools. Then I noticed the transformations of the curriculum policies of the municipal schools from the policy cycle approach proposed by Stephen J. Ball and colleagues. Finally, I examined the practice of pedagogical coordinators through the cultural context and the dynamics of the curriculum in their schools, understanding the function of this professional as a mediator of curriculum policies in the municipal schools of Rio de Janeiro.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-05-18T21:41:09Z No. of bitstreams: 2 Dissertação - Kézia Cláudia da Cruz - 2018.pdf: 2041332 bytes, checksum: 07a01f5818ab237e3770e05b9b81c2d1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-21T12:13:10Z (GMT) No. of bitstreams: 2 Dissertação - Kézia Cláudia da Cruz - 2018.pdf: 2041332 bytes, checksum: 07a01f5818ab237e3770e05b9b81c2d1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-21T12:13:10Z (GMT). No. of bitstreams: 2 Dissertação - Kézia Cláudia da Cruz - 2018.pdf: 2041332 bytes, checksum: 07a01f5818ab237e3770e05b9b81c2d1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-13 / The Continuing Teacher Training (CTT) and the pedagogical use of Digital Information and Communication Technologies (DICT) are cited in the educational literature as important strategies to improve the quality of Basic Education in Brazil. In the context of this research, the Pedagogical Coordinator (PC) is indicated by the Operational Guidelines of the State Department of Education, Culture and Sports (SEDUCE / GO) as the main articulator of the CTT and responsible for promoting the teaching and learning processes of students. In this sense, the present dissertation, linked to the research line "Culture and Processes of Teaching and Learning", has the general objective to show the role of PC in the CTT of the final years of Middle School (MS) for the use of DICTs. The specific objectives are to investigate when and how the DICTs were present in the PC training and whether the PC promotes the FCP of the final years of the MS for use of the DICT (when and how this occurs). To achieve these objectives, a field survey was carried out, with a qualitative approach, with a questionnaire applied to 57 PC from 19 schools in Goiânia, State of Goiás. The analysis process was based on content analysis and developed in two units. The first one is called "Analysis of the formative course of the PC with the DICT" and has as categories the initial and continued formation, the latter being divided into two subcategories: postgraduate courses lato sensu and in service. The second unit is called "The role of PC in the CTT for the use of DICT", being analyzed from the categories trainer and executor of tasks. In view of the results obtained, it is considered that the PC does not promote the training for the use of DICT to the teachers of the final years of the MS. Unaware of this universe, the PC sees training for the use of TDIC in computer use practices and Datashow in expository classroom. A passive PC who needs to become active and out of inertia. It is believed that the PC could play the role of trainer, facilitating communication between teachers expanding activities among peers through CE, valuing the initiatives of teachers who seek to integrate the DICT to teaching and encouraging interaction and collaboration from them, with a view to a transformative education. / A Formação Continuada de Professores (FCP) e a utilização pedagógica das Tecnologias Digitais de Informação e Comunicação (TDIC) são citadas pela literatura educacional como estratégias importantes para melhorar a qualidade da Educação Básica no Brasil. No contexto desta pesquisa, o Coordenador Pedagógico (CP) é apontado pelas Diretrizes Operacionais da Secretaria Estadual de Educação, Cultura e Esportes (SEDUCE/GO) como o principal articulador da FCP e responsável por promover os processos de ensino e aprendizagem dos estudantes. Nesse sentido, a presente dissertação, vinculada à linha de pesquisa “Cultura e Processos de Ensino e Aprendizagem” tem por objetivo geral evidenciar o papel do CP na FCP dos anos finais do EF para uso das TDIC. Os objetivos específicos consistem em investigar quando e como as TDIC estiveram presentes na formação do CP e se o CP promove a FCP dos anos finais do EF para uso das TDIC (quando e como isto ocorre). Para atingir tais objetivos, foi realizada uma pesquisa de campo, de abordagem qualitativa, com aplicação de questionário a 57 CP de 19 escolas de Goiânia, do Estado de Goiás. O processo de análise foi fundamentado na análise de conteúdo e desenvolvido em duas unidades. A primeira denomina-se “Análise do percurso formativo do CP com as TDIC” e tem como categorias a formação inicial e continuada, sendo esta última dividida em duas subcategorias: cursos de pós-graduação lato sensu e em serviço. Já a segunda unidade denomina-se “O papel do CP na FCP para o uso das TDIC”, sendo analisada a partir das categorias formador e executor de tarefas. Em face dos resultados obtidos, considera-se que o CP não promove a formação para o uso de TDIC aos professores dos anos finais do EF. Alheio a esse universo, o CP enxerga formação para o uso das TDIC em práticas de uso de computador e Datashow em aula expositiva. Um CP passivo que precisa se tornar ativo e sair da inércia. Acredita-se que o CP poderia exercer o papel de formador, facilitando a comunicação entre os professores, ampliando as atividades entre os pares por meio da FC, valorizando as iniciativas dos professores que buscam integrar as TDIC ao ensino e incentivando a interação e a colaboração a partir destas, com vistas a uma educação transformadora.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A presente dissertaÃÃo investiga sobre o professor coordenador pedagÃgico e a formaÃÃo contÃnua do docente no contexto escolar. Perfilou como objeto de investigaÃÃo a formaÃÃo contÃnua do docente mediada pelo professor coordenador pedagÃgico na arena escolar e aduziu como objetivo compreender a formaÃÃo contÃnua do professor com enfoque nas aÃÃes formativas docentes mediadas pelo professor coordenador pedagÃgico no contexto escolar. A pesquisa empÃrica, com Ãncora na abordagem qualitativa, envolveu 03 professores coordenadores pedagÃgicos, integrantes do nÃcleo gestor de 02 instituiÃÃes pÃblicas de ensino mÃdio do municÃpio de Ipu/CE. Para a coleta de dados aplicou-se questionÃrio e entrevista semiestruturada, assim como foram utilizadas fontes documentais, em nÃvel escolar, o Projeto PolÃtico PedagÃgico e o regimento escolar, em nÃvel nacional, Plano Nacional de EducaÃÃo-PNE e a Lei de Diretrizes e Base da EducaÃÃo. Os subsÃdios teÃricos para tal discussÃo foram auferidos pelas informaÃÃes trazidas por pesquisadores da Ãrea que contribuÃram na confecÃÃo desta pesquisa, sÃo eles: Domingues (2009, 2014), Clementi (2005), Franco (2008a, 2008b, 2012), Pinto (2006, 2012, 2013), Silvestre e Placco (2012), Freire (1996, 2000, 2005), Lima (2001, 2012), LibÃneo (2002a, 2002b, 2008, 2011, 2015), LibÃneo e Pimenta (2011 e 2015), SacristÃn (1999), NÃvoa (1999a, 1999b, 2009), Pimenta e Lima (2004), Almeida e Pimenta (2012), Pimenta (2005, 2012), Tardif (2000), Tardif e Raymond (2000). Os dados obtidos deixam patente a insuficiÃncia no que toca a momentos especÃficos atinentes à formaÃÃo contÃnua do professor, ou seja, foi possÃvel verificar aÃÃes pedagÃgicas pontuais coadunadas à promoÃÃo da formaÃÃo contÃnua do docente. E, ainda, como resultado, foi possÃvel perceber a necessidade de uma formaÃÃo contÃnua para os professores tendo como solo embrionÃrio o prÃprio fazer docente, bem como formaÃÃo em uma perspectiva de continuidade, sistemÃtica, reflexiva. Em vista disso, foi possÃvel sugerir os pilares que podem contribuir na sistematizaÃÃo da formaÃÃo contÃnua do docente, quais sejam: a prÃtica pedagÃgica, os saberes e as experiÃncias dos professores. / This dissertation investigates the teacher pedagogical coordinator and the training of teachers in school. It had as a research object the training of teachers mediated pedagogical coordinator teacher at the school and introduced aimed at understanding the teacher training with a focus on teachers training activities mediated by the teacher pedagogical coordinator. The empirical research, qualitative approach, involved 03 coordinators teachers, core members manager of 02 high school public institutions in the city of Ipu / EC. To collect data was applied questionnaire and semi-structured interviews, and documentary sources, at the school level, the Pedagogical Political Project and the school regulations at the national level, National Education Plan-NAP and the Law of Guidelines and Base Education. The theoretical basis for such a discussion were obtained by the information brought by researchers in the field who have contributed in the making of this research, they are: Domingues (2009, 2014), Clementi (2005), Franco (2008a, 2008b, 2012), Pinto (2006, 2012, 2013), Silvestre and Placco (2012), Freire (1996, 2000, 2005), Lima (2001, 2012), LibÃneo (2002a, 2002b, 2008, 2011, 2015), LibÃneo and Pimenta (2011 and 2015), SacristÃn (1999), NÃvoa (1999a, 1999b, 2009), Pimenta and Lima (2004), Almeida and Pimenta (2012), Pimenta (2005, 2012), Tardif (2000), Tardif and Raymond (2000) .The data let reveal the inadequacy when it comes to specific times of continuous training of teachers, that is, we found specific pedagogical actions combined with the promotion of training of docente.E also as a result, it was revealed the need for continuous training for teachers to break own practice as well as training in a perspective of continuity, systematic, reflective. Thus, it was possible to suggest the pillars that can contribute to the systematization of continuous training of teachers, namely: pedagogical practice, knowledge and experiences of teachers.