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Previous issue date: 2009-04-10 === This work is based on a reflection about my personal and professional background as a teacher and a pedagogical supervisor in two public schools in the municipality of Natal, RN, and how relevant this background is to the development of a proposal of continued formation within the scope of the school, in which a diversity of actionreflection strategies are present. In such contexts, I have identified several of my personality traits as being likely advantages or disadvantages that may contribute or not to the coming up of misunderstanding situations. The self-research experience and the identification of new dimensions of self-evaluation, self-observation and attention serve as a basis to think about the importance of experiencing the understanding within the ambit of the school. The reflections about my actions and those of the teachers bring up the hypothesis that the misunderstandings in the teaching-learning process and in the affective relations are the result of a fragmented, naive and egotistic way of thinking. Thus, they don t contribute to an experience of mutual understanding. That is why there must be an investment on new strategies of self-research and dialogue within the scope of pedagogical meetings that may come to help all educators with the analysis, identification and solving of their own problems as well as the other s. Under this perspective, the question that guides this study assumes the presupposition that the educator can invest in a qualified and meaningful pedagogical formation, either one s own and others , if one has a critical-reflexive overview about oneself and the school s pedagogical process. This research aims to explore, discuss and encourage new reflections about the act of researching in the pedagogical supervisor s role, questioning about the possibility of this action to generate contributions to the process of one s own and other s pedagogical formation within the scope of the school, in a conscientiological perspective, in which the manifestation of the thosenes of the educators are valorized. We approach Paulo Freire (1921-1997), as we see the dialogue as very important to the development of this research work, as well as an encouragement to the consciential dialogue. The empirical research took place from June 4, 2004 to November 11, 2004, with 8 pedagogical meetings and with the participation of 2 pedagogical supervisors and 8 teachers. The application of this new methodology within the scope of pedagogical meetings brought considerable contributions to the interpretation of the elements of the educators thosenes, classified according to the following: uncritical, na?ve and critical thoughts; sentiments of assistential or non-assistential affectivity; and actions that may or not make the experience of mutual understanding possible. The action of the pedagogical supervisor and one s contributions to the understanding brought up reflections about new ways of investing in the process of continued formation within the scope of the school === O presente trabalho tem como base a reflex?o da trajet?ria de minha vida pessoal e profissional como professora e coordenadora pedag?gica em duas escolas p?blicas do munic?pio de Natal/RN e o quanto essa trajet?ria ? relevante ao desenvolvimento de uma proposta de forma??o continuada no espa?o escolar em que est?o presentes estrat?gias diferenciadas de a??o-reflex?o. Nestes contextos de atua??o, identifico diversos tra?os de minha personalidade como sendo os poss?veis facilitadores ou dificultadores que contribuem ou n?o para a gera??o de situa??es de incompreens?o. A experi?ncia de autopesquisa e a identifica??o de novas dimens?es de auto-avalia??o, de auto-observa??o e de aten??o servem de base para se pensar na import?ncia da viv?ncia de compreens?o, no ?mbito escolar. As reflex?es sobre as minhas a??es e do professorado levantam a hip?tese de que as incompreens?es no processo ensino-aprendizagem e nas rela??es afetivas s?o frutos de um pensar fragmentado, ing?nuo e ego?sta. Nesse sentido, n?o contribuem para uma viv?ncia compreensiva. Assim, precisam ser investidas novas estrat?gias de autopesquisa e di?logo, no espa?o de reuni?o pedag?gica, que venham ajudar a todos os educadores na an?lise, identifica??o e busca de solu??es n?o s? para os seus problemas, mas para os do outro, tamb?m. Nesta perspectiva, a quest?o que orienta este estudo, parte do pressuposto que o educador, ao ter uma vis?o de conjunto cr?tico-reflexiva de si mesmo e do processo pedag?gico escolar, pode investir na auto e heteroforma??o pedag?gica com qualidade e significado. O objetivo desta pesquisa ? explorar, discutir e fomentar novas reflex?es sobre a a??o pesquisadora na fun??o de coordena??o pedag?gica, observando se essa a??o gera contribui??es no processo de auto e heteroforma??o pedag?gica no contexto escolar, em uma perspectiva conscienciol?gica em que se valoriza a manifesta??o dos pensenes dos educadores. Aproximamos-nos de Paulo Freire (1921 1997), na compreens?o do di?logo para o desenvolvimento deste trabalho de pesquisa, bem como para fomentar a possibilidade do di?logo consciencial. A pesquisa emp?rica foi no per?odo de 04/06/2004 a 26/11/2004, com 08 encontros pedag?gicos e com a participa??o de 02 coordenadores pedag?gicos, al?m de 08 professores. A aplica??o dessa nova metodologia, no espa?o de reuni?o pedag?gica, trouxe consider?veis contribui??es ? interpreta??o dos elementos dos pensenes dos educadores, caracterizando-os como pensamentos acr?ticos, ing?nuos e cr?ticos; sentimentos de afetividade assistencial e n?o assistencial; e a??es poss?veis ou n?o de serem realizadas a viv?ncia compreensiva. A a??o do coordenador pedag?gico e suas contribui??es ? compreens?o suscitaram reflex?es sobre novas maneiras de investimento no processo de forma??o cont?nua no espa?o escolar
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