Name: KARINE DE ABREU MELO
Publication date: 11/12/2020
Advisor:
Name |
Role |
|---|---|
| KALLINE PEREIRA AROEIRA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ALDIERIS BRAZ AMORIM CAPRINI | External Examiner * |
| ALEXANDRO BRAGA VIEIRA | Internal Examiner * |
| KALLINE PEREIRA AROEIRA | Advisor * |
Summary: This work studies possibilities for the continuous training of Pedagogical Coordinators who work in early childhood education. The research specifically intends to: systematize discussion about the role of the Pedagogical Coordinator and his role in Early Childhood Education, based on the reflections produced by studies and publications on the subject; analyze strengths and challenges in relation to the organization of continuous training processes for the Pedagogical Coordinator of early childhood education in the city of Serra-ES, considering the needs and demands related to Pedagogical Coordination in Early Childhood Education; propose and synthesize actions that strengthen investment processes in continuous training and critical-collaborative training actions of Pedagogical Coordinators of Early Childhood Education. This is a research with a qualitative approach, whose participants are pedagogical coordinators of early childhood education who collaborated with the study through a focus group (online), sharing their testimonies on the central issues of the research. It bases its theoretical framework on the discussion that values the constant dialogue between theory and practice and the process of individual and collective reflection of the Pedagogical Coordinator with his teachers. It considers the articulation of knowledge as an important strategy for the continuous training that takes place during working hours (DOMINGUES, 2009). It invests in the theoretical perspective that highlights continuous training as an extremely important action for the construction of the professional development of the Pedagogical Coordinator who works in early childhood education (GOMES, 2018; FRANCO, 2008; LIMA, 2011). As main synthesis considerations, the study concludes that: Continuing Education is a privileged space for Pedagogical Coordinators to strengthen the development of their professional activity; the Pedagogical Coordinators participating in the research, wish / wait for Continuous Training processes that are truly meaningful to them; Continuous Formation compose in a moment for Pedagogical Coordinators to be able to read, study and research, in addition to being a space WHERE they can share and share the practices of the pedagogical process collectively; Continuous Training contributes to the understanding and reflection on the role of trainer of Pedagogical Coordinators in the context of early childhood education institutions.
