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Habilitation Thesis
DOI
10.11606/T.48.2014.tde-01122014-155847
Document
Author
Full name
Monica Appezzato Pinazza
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2014
Committee
Kishimoto, Tizuko Morchida (President)
Barbosa, Raquel Lazzari Leite
Craidy, Carmem Maria
Cury, Carlos Roberto Jamil
Nicolau, Marieta Lucia Machado
Title in Portuguese
Formação de profissionais da educação infantil em contextos integrados: informes de uma investigação-ação
Keywords in Portuguese
Desenvolvimento profissional
Ecologia-desenvolvimento
Educação infantil
Formação de professores
Investigação-ação
Liderança-educação
Abstract in Portuguese
Este trabalho refere-se a uma formação contínua em contextos integrados, concebida no plano de uma pesquisa educacional, nos termos de uma investigação-ação (ELLIOTT, 2010) envolvendo uma equipe de pesquisa da universidade e um centro de educação infantil (CEI) da rede pública direta do município de São Paulo. O programa formativo, pautado na inquirição de práticas educativas, constou essencialmente de ações supervisoras realizadas pelas lideranças formais (diretora e coordenadora pedagógica) da unidade, com o apoio da pesquisadora/supervisora externa da universidade, numa perspectiva ecológica de desenvolvimento profissional e organizacional, inspirada na tese de Urie Bronfenbrenner. A formação constituiu-se a ação central e, ao mesmo tempo, o objeto de pesquisa no âmbito da investigação-ação, que se estendeu de 2005 a 2009. Os princípios de uma educação progressiva sustentada pelos ideais democráticos da equidade e liberdade e da pedagogia participativa de John Dewey tiveram papel decisivo na eleição da Pedagogia-em-Participação (OLIVEIRA-FORMOSINHO; FORMOSINHO, 2011) como gramática pedagógica orientadora do trabalho e na composição argumentativa teórico-metodológica, que reuniu: o conceito de professor investigador de Lawrence Stenhouse; a concepção de práxis educacional desenvolvida por John Elliott, Stephen Kemmis e Tracey Smith; as noções de mudanças educativas, de culturas organizativas e institucionais e de liderança em educação a partir de Kurt Lewin e de autores da atualidade como Michael Fullan, Andy Hargreaves e Christopher Day, dentre outros, além das formulações recentes sobre liderança de instituições de educação infantil em estudos como os de João Formosinho, Margy Whalley e Jillian Rodd. A formação pautada nas aprendizagens experienciais incidiu sobre a qualidade argumentativa das professoras, ao formularem suas questões e ao trazerem relatos de suas práticas em registros e documentações crescentemente enriquecidos. Observou-se o surgimento de um esforço em planejar ações educativas compatíveis com um projeto comum coletivamente concebido. As transformações das práticas fizeram as professoras avançarem no exercício reflexivo sobre seu trabalho. Nesse movimento unificador de teoria e prática, as equipes da universidade e do CEI experienciaram a possibilidade de construção da práxis educacional. O programa formativo foi garantido pelo clima positivo de colaboração, que se fortaleceu no âmbito da investigação-ação. As lideranças formais da unidade tiveram um papel fundamental nesse processo, promovendo e apoiando ações interativas em um ambiente de aprendizagens. As circunstâncias que envolveram a investigação-ação indicam a importância de as esferas governamentais sustentarem, junto às lideranças das unidades, processos colaborativos de formação em contextos, geradores de transformações de práticas nas instituições educacionais, que possam inspirar políticas públicas de formação profissional para a educação infantil. Por fim, o relevante trabalho das lideranças formais no projeto formativo faz pensar na necessidade de investimentos em pesquisas sobre liderança de instituições de educação infantil capazes de apontar caminhos para a formação desse segmento profissional.
Title in English
Training of professionals of early childhood education in integrated contexts: reports on an action-investigation
Keywords in English
Action-investigation
Early childhood education
Ecological human development
Leadership in education
Professional development
Teacher's training
Abstract in English
The present work consists of a continuous training in an integrated context within the framework of an educational research in terms of "action-investigation" such as the one by Elliott (2010). It involves a research cluster from the University of São Paulo and a public Early Childhood Education Centre, which is kept by the São Paulo local government. The formation programme was based on the investigation of educational practices and was constituted primarily of supervised actions by the formal leadership of the Centre (principal and pedagogical coordinator), which was in turn supported by the external supervisor/researcher from the University. The supervision was in line with an ecological perspective of the professional and organizational development, drawing on Urie Bronfenbrenner's thesis. The training was the main action and simultaneously object of research in the context of action-investigation between 2005 and 2009. The principles of a progressive education in line with democratic ideals of equality and freedom and of John Dewey's participative pedagogy had a defining role in the choice for a "Pedagogy-in-Participation" (OLIVEIRA-FORMOSINHO; FORMOSINHO, 2011) as the guiding pedagogic work grammar and methodological and theoretical framework, which also included Lawrence Stenhouse's concept of "teacher as researcher", John Elliott, Stephen Kemmis and Tracey Smith's concept of "educational praxis", and notions of educational changes, organising and institutional cultures and leadership in education established by Kurt Lewin as well as contemporary theorists such as Michael Fullan, Andy Hargreaves and Christopher Day, amongst others as well as recent articulations of institutional leadership in childhood education in works such as the one by João Formosinho, Margy Whalley and Jillian Rodd. The training informed by experiential learning had an impact on the teacher's argumentation as their elaboration of questions and report on practices in documents and written records were increasingly enriched. It was observed the emergence of an effort put in planning educational actions that were compatible with a project that has been collectively conceived. The transformations of practices led the teachers to progress in exercise of reflection on their jobs. In this unifying movement between theory and practices, the teams from the University and the Centre experienced the building of an educational praxis. The training programme was made possible by the positive climate marked by team work in the context of the action-investigation. The Centre's formal leadership had a key role in this process, promoting and supporting the interacting actions in a learning environment. The circumstances of the action-investigation have indicated how important is for governmental spheres and leaders of each Centre to support collaborative training in context, which creates transformations in educational institutional practices so as to inspire public policies regarding professional training in Early Childhood Education. Finally, the relevant work carried out by the formal leaders during the project triggers further thoughts about the need to invest in research in leadership within the institutions of early childhood education, which are capable to show directions to the training in this professional section.
 
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PinazzaMonicaLD.pdf (26.05 Mbytes)
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Publishing Date
2014-12-02
 
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