A percepção do supervisor do ensino no tocante à formação permanente do professor que trabalha em escolas de alta vulnerabilidade
Data
2021-10-25
Autores
Corral, Alcione Zaniboni [UNIFESP]
Orientadores
Silvestre, Magali Aparecida
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta tese tem origem no nosso interesse em dar continuidade aos estudos iniciados no Mestrado, sobre a formação permanente de professores da Rede Pública Estadual, aprofundando a temática sob o viés do trabalho do supervisor de ensino. A tese contempla, dentro do campo da formação de professores, o objeto de estudo: a compreensão de como se caracteriza a percepção dos supervisores sobre o seu trabalho frente aos processos formativos da ATPC em escolas localizadas em bairros de alta vulnerabilidade social. A pesquisa, com abordagem quantitativa e qualitativa, foi desenvolvida por meio de análise documental de 181 atas de registros das ATPC, questionários online de 35 professores e 49 alunos. A partir dos questionários, desenvolvemos um quadro de investigação que articulou os dados e que serviu de referência para a elaboração do roteiro das entrevistas semiestruturadas, que ocorreu em formato online, com três supervisoras de ensino. Encontramos nos dados das supervisoras, afirmações, consistências e incongruências que foram analisadas por meio de Análise de Prosa. Esta interlocução possibilitou atingir o objetivo geral desta pesquisa, que se constituiu em desvelar a percepção dos supervisores de ensino sobre o seu trabalho, frente aos processos formativos dos professores, ocorridos nas Aulas de Trabalho Pedagógico Coletivo (ATPC), em escolas da rede estadual paulista, observando se na formação há o desenvolvimento de ações pedagógicas que levam em consideração a vulnerabilidade social do território onde estão inseridos os alunos e a escola. A delimitação da escola estadual se deu dentro dos Municípios jurisdicionados a uma Diretoria de Ensino do Vale do Paraíba. Os principais autores que compõem o referencial teórico da investigação sobre a formação docente foram Imbernón (2011), Contreras (2012), Sacristán (1999, 2013), Diniz-Pereira (2014), Garcia (1999), Nóvoa (1999, 2013) e Roldão (2015); vulnerabilidade social: Kaztiman (1999, 2000), Cunha (2007), Marandola e Hogand (2006), Santos (2011), Stoco e Almeida (2011); supervisão de ensino: Silva Júnior (2006, 2013), Chede (2019), Silva (2017) e os que referendaram o método são: Creswell (2010), André e Gatti (2008), Lüdke e André (1986), Ghedin e Franco (2008). Buscamos construir um relato escrito, de forma que todos os participantes se sentissem contemplados por suas participações e se reconhecessem nesta pesquisa. As principais contribuições para o campo de formação perpassaram pelo supervisor de ensino, que necessita estar mais envolvido no processo formativo dos professores, pois, possui uma visão mais ampla do sistema de ensino e pode usar sua expertise para contribuir com as ações pedagógicas. Para perceber a problemática da vulnerabilidade social que transcorre no seu setor de trabalho, sugerimos que instigue pesquisas internas para conhecer os alunos, professores e a comunidade. Essa postura poderia favorecer o enfrentamento à vulnerabilidade social e sair do plano do discurso que o distancia da realidade da escola e do território onde estão assentados. Sugerimos que o trabalho do supervisor seja realizado de forma coletiva, primeiramente entre a equipe de supervisores de ensino, para discussão, reflexão e embasamento do grupo, para posteriormente orientarem as equipes gestoras e professores. Por fim, sugerimos temas para outras pesquisas para ampliação da temática.
This dissertation originated from our interest in continuing the studies on the permanent training of teachers from the São Paulo State Public School Network that initiated with our Master’s thesis, delving deeper into the theme from the perspective of the school superintendent’s work. Within the field of teachers’ education, this dissertation has the following aim: to understand the superintendents’ perception of their work in relation to the educational processes of the Collective Pedagogical Work Classes (CPWC) in schools located in neighborhoods of high social vulnerability. The study combined quantitative and qualitative approaches and was based on the analysis of 181 CPWC records and the application of online questionnaires to 35 teachers and 49 students. The questionnaires were used to develop an investigative framework articulating the data and serving as a reference for the elaboration of a semi-structured interview script. The interviews were conducted individually online with three school superintendents. The data from these interviews comprised statements, consistencies, and inconsistencies that were analyzed using prose analysis. This dialogue allowed us to achieve the main objective of this study: to unveil the perception of school superintendents regarding their role in the teacher training process that occurs during the CPWC in schools of the public school system of the state of São Paulo, observing whether the training involved the development of actions that considered the social vulnerability of the territory where the students and the school were located. This particular public school is located in one of the municipalities under the jurisdiction of the Vale do Paraíba Board of Education. The main authors who comprise the theoretical framework are the following: regarding teacher training, Garcia (1999), Nóvoa (1999, 2013), Sacristán (1999, 2013), Imbernón (2011), Contreras (2012), Diniz-Pereira (2014), and Roldão (2015); regarding social vulnerability, Marandola and Hogand (2006), Cunha (2007), Santos (2011), and Stoco and Almeida (2011); regarding education supervision, Silva Júnior (2006, 2013), Silva (2017), and Chede (2019); finally, regarding methods, Lüdke and André (1986), André and Gatti (2008), Ghedin and Franco (2008), and Creswell (2010). We sought to construct a written account in a way that all respondents felt contemplated for their participation and recognized themselves in this study. The main contributions to the field of education include the role of the school superintendent, who needs to be more involved in the teachers’ training process because they have a broader view of the education system and can use their expertise to inform pedagogical actions. We suggest the use of internal inquiries so that the school superintendents can get to know the students, teachers, and the community as well as so they can understand the social vulnerability issues that are present in their workplace. This would, in turn, favor their social vulnerability awareness and help moving the school superintendent from a place of discourse–which distances them from the reality of the school and the territory where they are located–to a place of action. We recommend that the job of the superintendent should be carried out in a collective manner involving firstly the team of superintendents for discussion, reflection, and foundation of the group and, later, involving the guidance of management teams and teachers. Finally, we suggested themes for further studies to expand the academic production on the subject.
This dissertation originated from our interest in continuing the studies on the permanent training of teachers from the São Paulo State Public School Network that initiated with our Master’s thesis, delving deeper into the theme from the perspective of the school superintendent’s work. Within the field of teachers’ education, this dissertation has the following aim: to understand the superintendents’ perception of their work in relation to the educational processes of the Collective Pedagogical Work Classes (CPWC) in schools located in neighborhoods of high social vulnerability. The study combined quantitative and qualitative approaches and was based on the analysis of 181 CPWC records and the application of online questionnaires to 35 teachers and 49 students. The questionnaires were used to develop an investigative framework articulating the data and serving as a reference for the elaboration of a semi-structured interview script. The interviews were conducted individually online with three school superintendents. The data from these interviews comprised statements, consistencies, and inconsistencies that were analyzed using prose analysis. This dialogue allowed us to achieve the main objective of this study: to unveil the perception of school superintendents regarding their role in the teacher training process that occurs during the CPWC in schools of the public school system of the state of São Paulo, observing whether the training involved the development of actions that considered the social vulnerability of the territory where the students and the school were located. This particular public school is located in one of the municipalities under the jurisdiction of the Vale do Paraíba Board of Education. The main authors who comprise the theoretical framework are the following: regarding teacher training, Garcia (1999), Nóvoa (1999, 2013), Sacristán (1999, 2013), Imbernón (2011), Contreras (2012), Diniz-Pereira (2014), and Roldão (2015); regarding social vulnerability, Marandola and Hogand (2006), Cunha (2007), Santos (2011), and Stoco and Almeida (2011); regarding education supervision, Silva Júnior (2006, 2013), Silva (2017), and Chede (2019); finally, regarding methods, Lüdke and André (1986), André and Gatti (2008), Ghedin and Franco (2008), and Creswell (2010). We sought to construct a written account in a way that all respondents felt contemplated for their participation and recognized themselves in this study. The main contributions to the field of education include the role of the school superintendent, who needs to be more involved in the teachers’ training process because they have a broader view of the education system and can use their expertise to inform pedagogical actions. We suggest the use of internal inquiries so that the school superintendents can get to know the students, teachers, and the community as well as so they can understand the social vulnerability issues that are present in their workplace. This would, in turn, favor their social vulnerability awareness and help moving the school superintendent from a place of discourse–which distances them from the reality of the school and the territory where they are located–to a place of action. We recommend that the job of the superintendent should be carried out in a collective manner involving firstly the team of superintendents for discussion, reflection, and foundation of the group and, later, involving the guidance of management teams and teachers. Finally, we suggested themes for further studies to expand the academic production on the subject.
Descrição
Citação
CORRAL, Alcione Zaniboni. A percepção do supervisor do ensino no tocante à formação permanente do professor que trabalha em escolas de alta vulnerabilidade. 217 f. Tese (Doutorado em Educação e Saúde na Infância e na Adolescência) – Universidade Federal de São Paulo, Escola de Filosofia, Letras e Ciências Humanas, Guarulhos, São Paulo, 2021.