Made available in DSpace on 2016-04-04T18:33:10Z (GMT). No. of bitstreams: 1 Rita de Cassia Ventura Pattaro.pdf: 4798934 bytes, checksum: 458721f3591590bc90348f06d7f479c5 (MD5) Previous issue date: 2013-02-15 / This study aims to present research about the work of the pedagogical coordinator as a mediator of teacher s practice in schools of an integral education and a full-time school, located in a city in the state of S?o Paulo. The relevance of this research finds its genesis in discussions and debates about the identity of this important school professional inside a specific context as the one with an integral education and a full-time school. For this study, specifically aimed to: i) understand and analyze the design of integral education in a full time and understand its implantation process in municipal schools representative of this model; ii) understand and analyze the design of integral education a full time and understand its implementation process in municipal schools of the educational municipal system in Indaiatuba/SP; iii) understand the performance of the pedagogical coordinator from the perspective of the mediation for the teacher s practice iv) understand the mediation of teacher practice from the perspective of the pedagogical coordinators. The qualitative methodology adopted for this research was the case study, by focusing on a recurrent aspect present in all the three studied contexts. The research involved participant observation in the routine work of the professionals as well as semistructured interviews with each one. Bibliographic studies performed show that this theme requires amplitude and discussion, emphasizing reflection about the identity and the practice of the professionals who make up the management team in schools of an integral education and a full-time school. The rescue of the experiences already experienced in the history of Brazilian education and also the theoretical perspectives that already took to them this model it is important to contextualize and understand the realities surveyed. Certainly, the pedagogical coordinator, as one of the main actors of the educational context, has a decisive performance in the implementation of schools of an integral education and a full-time school. However, for this, it needs to be connoisseur of the assumptions that underlie the proposal, as well as understanding the limitations and the possibilities that each reality presents, as fundamental conditions for probable changes that may be brought by this policy. It was understood, through data collected along the path, that teachers coordinators - study subjects - identify with the role of mediators of teacher practice, however, feel that their actions are limited by some factors, such as : little time experience in the role of coordinators teachers in schools of an integral education and a full-time; existence of an insufficient Political Proposal Pedagogical for this educational model in particular; routine emergencies hampers the practice that builds the process of teaching and learning based on the integral formation of the new generations. This research shows the need to build a knowledge driven model representing the contexts of an integral education and a full-time school, reflecting on the role of their managers, coordinators and teachers having as goal the document that structures the educational system as a whole: the Proposal Political Pedagogical exclusive to this model. / Este estudo objetiva apresentar a pesquisa sobre o trabalho do coordenador pedag?gico como mediador da pr?xis docente em escolas municipais de educa??o e de tempo integral em uma cidade do interior do estado de S?o Paulo. A relev?ncia dessa pesquisa encontra sua g?nese no ?mbito das reflex?es e discuss?es acerca da identidade desse importante profissional escolar em um contexto t?o espec?fico quanto o de educa??o e de tempo integral. Para o estudo, objetivou-se especificamente: i) conhecer e analisar o projeto de educa??o integral em tempo integral e compreender o seu processo de implanta??o nas escolas do sistema de ensino municipal de Indaiatuba/SP; ii) conhecer e analisar a documenta??o que embasa o trabalho pedag?gico nesses contextos; iii) entender a atua??o do coordenador pedag?gico sob a perspectiva da media??o da pr?xis docente e iv) compreender a media??o da pr?xis docente na perspectiva dos coordenadores pedag?gicos. A metodologia qualitativa adotada pela pesquisa foi o estudo de caso, por focar um aspecto recorrente e presente nos tr?s contextos pesquisados. A pesquisa de campo envolveu a observa??o participante na rotina de trabalho desses profissionais, bem como a entrevista semiestruturada com cada um. Os estudos bibliogr?ficos realizados mostram que esse recorte tem?tico requer amplitude e discuss?o, dando ?nfase ? reflex?o acerca da identidade e da pr?xis dos profissionais que comp?em a equipe gestora em escolas de educa??o e de tempo integral. O resgate das experi?ncias j? vivenciadas na hist?ria da educa??o brasileira e tamb?m das perspectivas te?ricas que j? tomaram para si esse modelo faz-se importante para a contextualiza??o e compreens?o das realidades pesquisadas. Por certo, o coordenador pedag?gico, como um dos principais atores do contexto educacional, tem papel decisivo na implanta??o de escolas de educa??o e de tempo integral. Entretanto, para isso, ele precisa ser conhecedor dos pressupostos que balizam a proposta, bem como compreender os limites e as possibilidades que a realidade apresenta, como condi??es fundamentais para prov?veis mudan?as que possam ser trazidas por essa pol?tica. Compreendeu-se, por meio dos dados coletados ao longo do caminho percorrido, que as professoras coordenadoras sujeitos deste estudo se identificam com o papel de mediadoras da pr?xis docente, por?m, sentem-se que suas a??es s?o limitadas por alguns fatores, tais como: pouco tempo de experi?ncia na fun??o de professoras coordenadoras e tamb?m nas escolas de educa??o e de tempo integral; exist?ncia de Proposta Pol?tico Pedag?gica insuficiente para esse modelo educacional em espec?fico; rotina repleta de emerg?ncias impeditivas de uma pr?xis que construa o processo de ensino e de aprendizagem baseado na forma??o integral das novas gera??es. Esta pesquisa mostra a necessidade de se construir um conhecimento direcionado aos contextos representativos do modelo de educa??o e de tempo integral, refletindo acerca do papel de seus gestores, coordenadores e professores tendo como baliza o documento que estrutura o sistema educacional como um todo: a Proposta Pol?tico Pedag?gica exclusiva para esse modelo.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-16T21:47:07Z No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) / Made available in DSpace on 2015-11-16T21:47:07Z (GMT). No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) Previous issue date: 2013-05-23 / This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (V?ZQUEZ, 2011) of professionalism (SACRIST?N, 1999). Accordingly, it?s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), N?voa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives. / O presente estudo discute a pr?xis docente consubstanciada no ?mbito da proposta pol?tico-pedag?gica de forma??o continuada do Programa GESTAR II de Matem?tica, implementado na Bahia, no per?odo de 2005 a 2012. Esse estudo ? de abordagem qualitativa e tem como objetivo geral analisar como a pr?xis docente ? compreendida no ?mbito da proposta pol?tico-pedag?gica do Programa GESTAR II de Matem?tica na Bahia. Tem como categorias de an?lises as ideias de pr?xis (V?ZQUEZ, 2011) e de profissionalidade (SACRIST?N, 1999). Nesse sentido, ? investigada a forma??o continuada do professor de Matem?tica a partir de uma an?lise cr?tica da ?arena? em que a pol?tica educacional ? produzida e como os princ?pios e preceitos por ela engendrados se fazem representados no modelo de forma??o proposto. Discute tamb?m as concep??es de forma??o continuada a partir das ideias de autores como Giroux (1997), Fusari (1997), N?voa (1995) e Pimenta (2009, 2011). Os instrumentos metodol?gicos utilizados foram a pesquisa documental, a pesquisa bibliogr?fica e o question?rio. Com base nesses instrumentos, foi realizado todo um cotejamento do observado nos acordos internacionais e nacionais de educa??o; nas diretrizes pol?ticas, pedag?gicas e curriculares de organismos multilaterais, do MEC e da Secretaria de Educa??o da Bahia; nos pressupostos pol?ticos, te?ricos e pedag?gicos que fundamentam o GESTAR II; na percep??o acerca da pr?xis docente de seis professores de Matem?tica do Programa GESTAR II, bem como nos autores que embasam o referencial te?rico desta pesquisa. Os dados coletados mostraram que a concep??o de pr?xis docente, via proposta pol?tico-pedag?gica de forma??o continuada de professores na Bahia, ainda encontra limites, tais quais: n?o tem conseguido formar uma acep??o verdadeira e significativa da pr?xis docente e n?o tem promovido significativas mudan?as estruturais e funcionais de trabalho voltadas para o desenvolvimento pessoal, profissional e social do professor. O estudo indica a necessidade de compreender que a atividade docente n?o ? exterior ?s condi??es psicol?gicas, culturais e sociais que os professores experienciam na din?mica social de suas vidas.