Vera Maria Nigro de Souza Placco

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

O auto-respeito na escola

Estudo com objetivo de identificar os valores presentes na escola e verificar quais interacoes favorecem a construcao e ou a manutencao dos valores morais em particular o auto-respeito. Com enfoque teorico da Psicologia Socioistorica, a investigacao apoiou-se nos estudos sobre moralidade de Jean Piaget e Yves de la Taille e constatou que coexistem na escola interacoes favorecedoras e nao favorecedoras da construcao de valores morais sendo que as ultimas sao mais frequentes.

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.

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.