Laurinda Ramalho de Almeida

O coordenador pedagógico: aportes à proposição de políticas públicas

No âmbito das reflexoes sobre as politicas publicas da educacao basica, o artigo discute a funcao do coordenador pedagogico na escola, na perspectiva da melhoria da qualidade do ensino. Toma como subsidio pesquisa sobre a atividade desse profissional, propondo-se a identificar quem e ele e a analisar como seu trabalho e realizado em escolas de diferentes regioes brasileiras, buscando indicar as possibilidades e limitacoes que quem ocupa esse cargo enfrenta. O texto pretende demonstrar que o coordenador pedagogico tem um papel fundamental na gestao dos processos escolares, sobretudo na formacao dos professores. Como pano de fundo, apresentam-se as condicoes de trabalho desse profissional, com destaque a sua formacao e atribuicoes. Busca-se, assim, contribuir para a formulacao de politicas publicas que viabilizem a presenca de coordenadores pedagogicos nas escolas de todo o pais, exercendo as funcoes articuladora, formadora e transformadora, algo que ja esta previsto em lei em muitos dos estados e municipios brasileiros

Estudo avaliativo das classes de aceleração na rede estadual paulista

Este artigo descreve os propositos, a metodologia e os resultados de um estudo avaliativo sobre a implantacao do Projeto das Classes de Aceleracao no Estado de Sao Paulo. A realizacao de seis estudos de caso, em escolas nas quais a implantacao foi considerada bem-sucedida, permitiu identificar fatores de sucesso do projeto. A analise de provas de desempenho e de auto-estima de alunos egressos da classes de aceleracao indicou a importância de incorporar ao projeto, medidas de medio e longo prazo que ajudem a manter os resultados positivos alcancados.

Das relações entre educação e psicologia na perspectiva de uma educadora

In this study we aim at presenting an educator’s view of the relations between Psychology (as science and profession) and Education, based on the fi fty years she has spent acting throughout several segments of education. The educator has discussed these relations with her Work Group (“GT” – Work Group) Psychology of Education, at 22a Reunião Anual da Associação Nacional de Pesquisa e Pós-Graduação em Educação (“Anped” – 22nd Annual Meeting of the Association of National Research and Graduate School of Education), in 1999. At that meeting, GT discussed the Psychology’s Contribution to Education in the past thirty years, presenting contributions from Rogers, Skinner, Freud, Piaget, Vigotsky e Wallon. This work relates the meeting of the educator with several theoretical approaches, prioritizing the presentation of educational implications of Wallon’s Psychogenetic. Finally we expose the dialectic relation between Psychology and Education, which nurture each other mutually, offering, one another, elements to better understand the educational phenomenon and the human being.

Uma leitura walloniana do movimento: crianças de seis anos no ensino fundamental

Abstract This article refers to an investigation that aimed to understand how the motricity of 6-year-old children was treated, who, with the implementation of nine-year education, started attending elementary school. The theoretical reference was Henri Wallon’spsychogenetics, so although he focused his motor skills, he did not lose sight of his inseparability of cognition and affectivity. Two classes of the first year of a municipal school of the West Zone of Sao Paulo were observed. The observation sessions, recorded in the field diary were synthesized in episodes. The study pointed out that the school still does not recognize the importance of the motor act for cognitive and affective development it offers few opportunities for six year old children to experience the physical space - fundamental for the construction of the mental space - and few moments for games of Fiction - important for the strengthening of representation. Keywords: Motor process; Children; elementary School. Una lectura walloniana del movimiento: ninos de seis anos en la ensenanza primaria

Sentidos da coordenação pedagógica: motivos para permanência na função

In a research conducted in the years 2010-2011, whose main objective was to analyze the pedagogical coordination processes in schools in the five Brazilian geographical regions, with a view to proposing public policies for teacher education and organization of school systems, it was established that the profession of pedagogical coordinator, although recognized as essential for the school operation by government and education workers, has lots of challenges to overcome due to the conditions that characterize the exercise of the function. The difficulties faced by these professionals, as remuneration, the large number of tasks, little time to do them and the lack of specific training led us to question what leads them to feel gratification in their function, whether anxieties and tensions seem to predominate in their professional practice. Reflecting on this question is what we aim in this article, so as to contribute to advance our understanding of the pedagogical coordination as function.

Los sentidos de coordinación pedagógica: motivos para la permanencia en la función

In a research conducted in the years 2010-2011, whose main objective was to analyze the pedagogical coordination processes in schools in the five Brazilian geographical regions, with a view to proposing public policies for teacher education and organization of school systems, it was established that the profession of pedagogical coordinator, although recognized as essential for the school operation by government and education workers, has lots of challenges to overcome due to the conditions that characterize the exercise of the function. The difficulties faced by these professionals, as remuneration, the large number of tasks, little time to do them and the lack of specific training led us to question what leads them to feel gratification in their function, whether anxieties and tensions seem to predominate in their professional practice. Reflecting on this question is what we aim in this article, so as to contribute to advance our understanding of the pedagogical coordination as function.

The Senses of the Pedagogical Coordination: Reasons for Staying in this Role

In a research conducted in the years 2010-2011, whose main objective was to analyze the pedagogical coordination processes in schools in the five Brazilian geographical regions, with a view to proposing public policies for teacher education and organization of school systems, it was established that the profession of pedagogical coordinator, although recognized as essential for the school operation by government and education workers, has lots of challenges to overcome due to the conditions that characterize the exercise of the function. The difficulties faced by these professionals, as remuneration, the large number of tasks, little time to do them and the lack of specific training led us to question what leads them to feel gratification in their function, whether anxieties and tensions seem to predominate in their professional practice. Reflecting on this question is what we aim in this article, so as to contribute to advance our understanding of the pedagogical coordination as function.

Of the relations between education and psychology from an educator's perspective

In this study we aim at presenting an educator’s view of the relations between Psychology (as science and profession) and Education, based on the fi fty years she has spent acting throughout several segments of education. The educator has discussed these relations with her Work Group (“GT” – Work Group) Psychology of Education, at 22a Reunião Anual da Associação Nacional de Pesquisa e Pós-Graduação em Educação (“Anped” – 22nd Annual Meeting of the Association of National Research and Graduate School of Education), in 1999. At that meeting, GT discussed the Psychology’s Contribution to Education in the past thirty years, presenting contributions from Rogers, Skinner, Freud, Piaget, Vigotsky e Wallon. This work relates the meeting of the educator with several theoretical approaches, prioritizing the presentation of educational implications of Wallon’s Psychogenetic. Finally we expose the dialectic relation between Psychology and Education, which nurture each other mutually, offering, one another, elements to better understand the educational phenomenon and the human being.

Relaciones entre educación y psicología en la visión de una educadora

In this study we aim at presenting an educator’s view of the relations between Psychology (as science and profession) and Education, based on the fi fty years she has spent acting throughout several segments of education. The educator has discussed these relations with her Work Group (“GT” – Work Group) Psychology of Education, at 22a Reunião Anual da Associação Nacional de Pesquisa e Pós-Graduação em Educação (“Anped” – 22nd Annual Meeting of the Association of National Research and Graduate School of Education), in 1999. At that meeting, GT discussed the Psychology’s Contribution to Education in the past thirty years, presenting contributions from Rogers, Skinner, Freud, Piaget, Vigotsky e Wallon. This work relates the meeting of the educator with several theoretical approaches, prioritizing the presentation of educational implications of Wallon’s Psychogenetic. Finally we expose the dialectic relation between Psychology and Education, which nurture each other mutually, offering, one another, elements to better understand the educational phenomenon and the human being.