VALÉRIA GRECOV GARCIA
AUTHOR: VALÉRIA GRECOV GARCIA
TITLE: PEDAGOGICAL COORDINATION: A STUDY ON SOCIAL REPRESENTATIONS (COORDENAÇÃO PEDAGÓGICA: UM ESTUDO EM REPRESENTAÇÕES SOCIAIS)
ADVISOR: Prof. Dr. Rosely Ribeiro Lima.
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training.
DEFENSE DATE: 05/28/2018
ABSTRACT:
The present research had as main goal to apprehend and analyze the social representations about what is the pedagogical coordination before coordinators answers. Based on the Theory of Social Representations, developed by Serge Moscovici, this quantitative and qualitative work is linked to Educational Policies, Management and Teacher Training research line of the Education Postgraduate Program of the Federal University of Goiás/Jataí Regional/GO. Regarding TRS, this study mainly uses Moscovici (1978; 2012) and Jodelet (2001; 2005). About the historical construction of the pedagogical coordination, Saviani (1986; 2010) are the major contributions. Regarding the educational practices and working relationships of this professional, we have, as main reference, the research by Libiliar (1996; 2009) and, regarding daily life and the approach of the object to the TRS, the reference adopted was from Placco (1994) ; 2012). This paper presents the relevant legislation for this group, as well as the speeches of 24 pedagogical coordinators who work in municipal schools in the urban area of the municipality. In order to bring the educational field closer to the SRT field, we sought, through semi-structured interviews, the data that contributed to identify the possible social representations of this group in the space in which they operate. IRAMUTEQ software was used to process the collected material. The main contents of the speeches obtained in the interviews are related to the following themes: Class 1 Responsibilities of the pedagogical coordinator before the school routine (18.05%); Class 2 From teaching to pedagogical coordination (15.98%); Class 3 Difficulties of the pedagogical coordinator (21.8%); Class 4 Relationship with the school community (24.44%) and Class 5 Importance and identity of the pedagogical coordinator (19.74%). The identified social representations portray an image of the role of pedagogical coordination immersed in a universe of attributions; pointing out a daily routine of urgencies that affect not only their performance in the articulation of pedagogical practices within the school context, but also in the construction of their professional identity, which moves towards a multidimensional path.
