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Publication
A dimensão pessoal na formação continuada de professores: uma vivência na educação infantil
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Advisor(s)
Abstract(s)
Esta investigação científica apresenta resultados de uma pesquisa realizada no campo da dimensão pessoal do professor no âmbito da formação continuada e da atuação do supervisor/coordenador pedagógico no contexto da educação infantil, beneficiando com esse estudo, educadores, psicólogos e pedagogos num estudo mais amplo de acordo com a linha de pesquisa Supervisão Pedagógica. Destacamos que a situação problema partiu de uma inquietação referente à realidade das escolas públicas com pouco relato de inserção à formação continuada de professores na região metropolitana do Recife- PE. Como objetivo buscamos investigar a formação continuada de professores, considerando a dimensão pessoal e o papel da supervisão/coordenação pedagógica no âmbito da educação infantil - CMEI. E como objetivos específicos, nos propomos a analisar a dimensão pessoal do professor na formação continuada, compreender o papel da supervisão/coordenação pedagógica nessa formação e identificar o espaço da dimensão pessoal do professor no contexto das ações pedagógicas do supervisor/coordenador pedagógico no CMEI. Levantamos como problemática como é trabalhada a dimensão pessoal do professor na formação continuada, considerando o papel do supervisor/coordenador pedagógico numa vivência na educação infantil. Na busca de subsidio teórico para esse estudo, foi possível abordar capítulos sobre a dimensão pessoal, supervisão/coordenação pedagógica e educação infantil com diálogos possíveis na formação continuada de professores. Em nosso caminhar metodológico foi adotado uma abordagem de paradigma qualitativo, como estudo de caso, de um Centro Municipal de Educação Infantil – CMEI, sendo estruturado na coleta e organização dos dados através das observações, entrevistas com os participantes e análise de documentos. Ao analisarmos os resultados investigativos, percebemos a importância de trabalhar a dimensão pessoal não só do professor, mas também do supervisor/coordenador pedagógico. Assim, ao direcionarmos o olhar para a pessoa do professor durante a formação continuada, com o apoio da supervisão/coordenação pedagógica, confirmamos que os alunos são beneficiados no processo ensino/aprendizagem.
This scientific investigation presents results from a research accomplished in the field of a personal dimension of a teacher in the context of continuing education and the performance of the supervisor/coordinator in the context of early childhood education, benefiting from this study are educators, psychologists and pedagogues in a broader study according to the Pedagogical Supervision research line. We highlight that the problem situation originated from a concern referring to the reality of public schools with little report of insertion for continuing education of teachers in the metropolitan region of Recife-PE. As a goal we seek to investigate the continuing education of teachers, considering the personal dimension and the role of pedagogical supervision/coordination in the field of early childhood education - MCECE. And as specific goals, we propose to analyze the teacher´s personal dimension in the continuing education, to comprehend the role of the pedagogical supervision/coordination in this acquiring education and to identify the space of the teacher´s personal dimension in the context of the pedagogical actions of the pedagogical supervisor/coordinator in the MCECE. We raise as problematic the distress of the personal dimension of the teacher in the continuing education, considering the role of the pedagogical supervisor/coordinator in an early childhood education experience. In search of theoretical subsidy for this study, it was possible to approach chapters about personal dimension, pedagogical supervision/coordination and early childhood education with possible dialogues in the continuing education of teachers. In our methodological journey, a qualitative paradigm approach was adopted, such as a case study, of a Municipal Center of Early Childhood Education – MCECE, being structured in the collection and organization of data through observations, interviews with participants and document analysis. As we analyzed the research results, we noticed the importance of working on the personal dimension not only of the teacher, but also of the pedagogical supervisor/coordinator. Therefore, as we directed our attention to the teacher during the continuing education, with the support from the pedagogical supervisor/coordinator, we conclude that the students are benefited in the teaching/learning process.
This scientific investigation presents results from a research accomplished in the field of a personal dimension of a teacher in the context of continuing education and the performance of the supervisor/coordinator in the context of early childhood education, benefiting from this study are educators, psychologists and pedagogues in a broader study according to the Pedagogical Supervision research line. We highlight that the problem situation originated from a concern referring to the reality of public schools with little report of insertion for continuing education of teachers in the metropolitan region of Recife-PE. As a goal we seek to investigate the continuing education of teachers, considering the personal dimension and the role of pedagogical supervision/coordination in the field of early childhood education - MCECE. And as specific goals, we propose to analyze the teacher´s personal dimension in the continuing education, to comprehend the role of the pedagogical supervision/coordination in this acquiring education and to identify the space of the teacher´s personal dimension in the context of the pedagogical actions of the pedagogical supervisor/coordinator in the MCECE. We raise as problematic the distress of the personal dimension of the teacher in the continuing education, considering the role of the pedagogical supervisor/coordinator in an early childhood education experience. In search of theoretical subsidy for this study, it was possible to approach chapters about personal dimension, pedagogical supervision/coordination and early childhood education with possible dialogues in the continuing education of teachers. In our methodological journey, a qualitative paradigm approach was adopted, such as a case study, of a Municipal Center of Early Childhood Education – MCECE, being structured in the collection and organization of data through observations, interviews with participants and document analysis. As we analyzed the research results, we noticed the importance of working on the personal dimension not only of the teacher, but also of the pedagogical supervisor/coordinator. Therefore, as we directed our attention to the teacher during the continuing education, with the support from the pedagogical supervisor/coordinator, we conclude that the students are benefited in the teaching/learning process.
Description
Keywords
Dimensão pessoal Formação continuada de professores supervisão/coordenação pedagógica da educação infantil Pesquisa qualitativa Personal dimension Teachers continuing education Early childhood education pedagogical supervisor/coordinator Qualitative research Ciências da Educação - Supervisão Pedagógica . Faculdade de Ciências Sociais