Coordenaçao pedagógica e seus elementos fundamentais.
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Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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O presente artigo baseia-se na investigação cujo tema é “A Coordenação
Pedagógica como Espaço de Conquista e Formação”, pertencente a Facultad
de Humanidad y Artes Mención Ciencias de la Educación de la Universidad
Nacional de Rosario. Trata de compreender quais são os elementos fundamentais
presentes na coordenação pedagógica da escola que contribuem
para que os sujeitos nela envolvidos possam adquirir saberes, numa perspectiva
de aprimorar, alterar ou aprofundar o que se pretende alcançar, para
melhor organização do trabalho pedagógico na escola e na sala de aula. Para
isso, adotamos como pressupostos teórico-metodológicos a epistemologia
qualitativa de González Rey e a Teoria Histórico-Cultural de Vygotsky. Trabalhamos
com duas escolas públicas de ensino fundamental, uma anos iniciais
e outra anos finais.A apreciação das informações nos possibilitou chegar a
quatro elementos: 1) O Sujeito Professor: emoções e pensamentos; 2) As
Relações: o coletivo e a liderança pedagógica; 3) A Escola: estrutura administrativa
e organização pedagógica; 4) A Formação: conhecimento e saberes.
Assim, pretendemos contribuir com conhecimentos que possibilitem proporcionar
uma visão de coordenação pedagógica, como ferramenta de enriquecimento
educacional, de formação continuada do professor e de construção de
um projeto Político-Pedagógico, todos necessários para a concretização de
uma educação de qualidade social.
The present article covers an investigation regarding following the theme: “The Pedagogical Coordination as a Conquest and Training Space”, belonging to the Humanities and Educational Science College at the National University of Rosario. The study’s objective is to comprehend which the core elements of the pedagogic coordination and which aspects contributes more to improve the individual knowledge by the ones involved, in a perspective of ripening, altering or deepen the goals, aiming a better pedagogical work environment inside and outside the classroom. For this purpose, the theoretical-methodological assumptions of the qualitative epistemology of González Rey and the historic-cultural theory of Vygotsky where chosen. The article’s work took place inside two public elementary schools, covering the first and last years of teaching. The information analysis lead us to four viewpoints: 1) The Teacher as a Subject: emotions and thoughts; 2) Relations: the collective and the pedagogical leadership; 3) The School: administrative structure and pedagogical organization; 4) Formation: acquaintance and knowledge. Therefore, this project’s intention is to contribute unfolding the pedagogical coordination as a tool of educational enlighten, especially regarding the teacher’s continued training and the construction of a Political-Pedagogical Project, which are essential means to reach educational standards and social quality.
The present article covers an investigation regarding following the theme: “The Pedagogical Coordination as a Conquest and Training Space”, belonging to the Humanities and Educational Science College at the National University of Rosario. The study’s objective is to comprehend which the core elements of the pedagogic coordination and which aspects contributes more to improve the individual knowledge by the ones involved, in a perspective of ripening, altering or deepen the goals, aiming a better pedagogical work environment inside and outside the classroom. For this purpose, the theoretical-methodological assumptions of the qualitative epistemology of González Rey and the historic-cultural theory of Vygotsky where chosen. The article’s work took place inside two public elementary schools, covering the first and last years of teaching. The information analysis lead us to four viewpoints: 1) The Teacher as a Subject: emotions and thoughts; 2) Relations: the collective and the pedagogical leadership; 3) The School: administrative structure and pedagogical organization; 4) Formation: acquaintance and knowledge. Therefore, this project’s intention is to contribute unfolding the pedagogical coordination as a tool of educational enlighten, especially regarding the teacher’s continued training and the construction of a Political-Pedagogical Project, which are essential means to reach educational standards and social quality.
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