KÉZIA CLÁUDIA DA CRUZ
AUTHOR: KÉZIA CLÁUDIA DA CRUZ
TITLE: THE ROLE OF PEDAGOGICAL COORDINATOR IN THE CONTINUING TRAINING OF TEACHERS IN FINAL EDUCATION FOR TIC USE (O PAPEL DO COORDENADOR PEDAGÓGICO NA FORMAÇÃO CONTINUADA DE PROFESSORES DOS ANOS FINAIS DO ENSINO FUNDAMENTAL PARA USO DAS TDIC)
ADVISOR: Prof. Dr. Rosemara Perpetua Lopes
CONCENTRATION AREA: Education
RESEARCH LINE: Culture; Teaching and Learning Processes
DEFENDE DATE: 04/13/2018
ABSTRACT:
Continuing Teacher Training (FCP) and the pedagogical use of Digital Information and Communication Technologies (TDIC) are cited by the educational literature as important strategies to improve the quality of Basic Education in Brazil. In the context of this research, the Pedagogical Coordinator (CP) is appointed by the Operational Guidelines of the State Department of Education, Culture and Sports (SEDUCE/GO) as the main articulator of the FCP and responsible for promoting the teaching and learning processes of students. In this sense, the present dissertation, linked to the research line “Culture; Teaching and Learning Processes” aims to highlight the role of CP in the FCP of the final years of EF for the use of TDICs. The specific objectives are to investigate when and how TDIC were present in the formation of CP and whether the CP promotes FCP of the final years of EF for use of TIDIC (when and how this occurs). To achieve these goals, a qualitative field research was carried out, with a questionnaire applied to 57 schools in 19 schools in Goiânia, Goiás State. The analysis process was based on content analysis and developed in two units. The first is called “Analysis of the formative path of CP with TDICs” and its categories are initial and continuing education, the latter being divided into two subcategories: postgraduate courses lato sensu and in service. The second unit is called “The role of CP in FCP for the use of TDICs”, being analyzed from the categories trainer and executor of tasks. Given the results obtained, it's considered that the PC does not promote the training for the use of TDICs for teachers of the final years of the EF. Oblivious to this universe, the CP sees training for the use of TDICs in computer use practices and Datashow in lecture. A passive CP that needs to become active and get out of inertia. It's believed that CP could play the role of trainer, facilitating communication between teachers, broadening peer activities through FC, valuing the initiatives of teachers seeking to integrate TDICs into teaching and encouraging interaction and collaboration. from these, with a view to a transformative education.
