O coordenador pedagógico e a ação docente: contribuições de uma política pública de desenvolvimento profissional no local de trabalho

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dc.contributor.advisorMizukami, Maria da Graça Nicolettipt_BR
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/2121396261196481por
dc.contributor.authorFerreira, Nilza Donizetti Diaspt_BR
dc.creator.Latteshttp://lattes.cnpq.br/9011828424655762por
dc.date.accessioned2016-03-15T19:44:14Z
dc.date.accessioned2020-05-28T18:09:46Z
dc.date.available2014-04-01pt_BR
dc.date.available2020-05-28T18:09:46Z
dc.date.issued2013-11-27pt_BR
dc.description.abstractThe public policy of widespread in-service training in recent years involving politicians of Education, teachers and trainers, has been the subject of increasing theoretical production, promoting debates, analysis, proposals and investment of education systems more frequently in training teachers on the workplace. This research seeks to understand the contributions of public policy on professional development in the workplace for pedagogical coordinators and teachers. Therefore, the methodological option chosen was the qualitative approach obtaining descriptive data with direct and prolonged contact in the field of research, enabling the identification of perspectives and understanding of the formative experiences of the participants in the process that involves the public policy training. Study subjects are coordinators, teachers from ten Elementary schools and trainers from the municipal council of the city of Caieiras. To collect data, the methods used were; interviews, questionnaires, observation and document analysis of service training developed with coordinators and teachers. The theoretical framework involves four themes that interact with each other as they discuss issues such as the pedagogical coordinator, on the view that teacher education is his/her essential function as a trainer before the numerous duties of his position as point Almeida (2007) Clementi (2007), Christov (2001), Ferreira (2011) and Guimarães et al 2008; training in service as a public policy under Law of Guidelines and Basis of National Education (1996), in Reference to training teachers (1999) and the Catalog of National Network of Continuing Education for Teachers of Basic Education (2006), considering its course of action on legislation supported by Benachio Placco (2012), Christov (1998), Imbernon (2004) and Mizukami (2005 and 2006); significant contributions to the learning of teachers and reflection of teaching practice as formative action, according Mizukami et al (1996 and 2002), Nóvoa (2009) and Tardif (2002), and the professional development of teaching, and its process models , according to Marcelo Garcia (1999). The results showed significant contributions of public policy of professional development, indicating some potential formative processes in the workplace and opportunities for discussion and further research in expanding knowledge in this line of investigation.eng
dc.description.sponsorshipUniversidade Presbiteriana Mackenziept_BR
dc.formatapplication/pdfpor
dc.identifier.citationFERREIRA, Nilza Donizetti Dias. O coordenador pedagógico e a ação docente: contribuições de uma política pública de desenvolvimento profissional no local de trabalho. 2013. 217 f. Tese (Doutorado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2013.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24589
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.subjectformação de professorespor
dc.subjectformação em serviçopor
dc.subjectcoordenador pedagógicopor
dc.subjectaprendizagem da docênciapor
dc.subjectdesenvolvimento profissional da docênciapor
dc.subjectteacher s learningeng
dc.subjectin-service trainingeng
dc.subjectpedagogical coordinatoreng
dc.subjectprofessional developmenteng
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/4038/Nilza%20Donizetti%20Dias%20Ferreira.pdf.jpg*
dc.titleO coordenador pedagógico e a ação docente: contribuições de uma política pública de desenvolvimento profissional no local de trabalhopor
dc.typeTesepor
local.contributor.board1Ambrogi, Ingrid Höttept_BR
local.contributor.board1Latteshttp://lattes.cnpq.br/6330995631263989por
local.contributor.board2Pagotto, Maria Dalva Silvapt_BR
local.contributor.board2Latteshttp://lattes.cnpq.br/9325110092518389por
local.contributor.board3Tancredi, Regina Maria Simões Puccinellipt_BR
local.contributor.board3Latteshttp://lattes.cnpq.br/7581179241493847por
local.contributor.board4Oliveira, Rosa Maria Moraes Anunciato dept_BR
local.contributor.board4Latteshttp://lattes.cnpq.br/3064136997342775por
local.publisher.countryBRpor
local.publisher.departmentEducação, Arte e Históriapor
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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