A coordena??o pedag?gica na organiza??o do curr?culo da educa??o infantil de Turmalina, Minas Gerais: que figura ? essa?

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2021-07-22T18:36:32Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) fabiana_pinheiro_barroso.pdf: 1244839 bytes, checksum: 1e061ae3ae8c76fd1cf38a34128da5d9 (MD5) Approved for entry into archive by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2021-07-22T18:38:40Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) fabiana_pinheiro_barroso.pdf: 1244839 bytes, checksum: 1e061ae3ae8c76fd1cf38a34128da5d9 (MD5) Made available in DSpace on 2021-07-22T18:38:40Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) fabiana_pinheiro_barroso.pdf: 1244839 bytes, checksum: 1e061ae3ae8c76fd1cf38a34128da5d9 (MD5) Previous issue date: 2021 O presente estudo buscou analisar o processo de organiza??o e implementa??o do curr?culo nas creches e pr?-escolas de Turmalina, Minas Gerais, a partir das falas das coordenadoras pedag?gicas que atuam neste munic?pio. Para tanto, fez-se necess?rio identificar se e como as trajet?rias de forma??o profissional influenciam o modo como as coordenadoras pedag?gicas de Turmalina concebem o curr?culo da Educa??o Infantil; compreender as aproxima??es e os distanciamentos evidenciados pelas coordenadoras entre o curr?culo oficial e o curr?culo vivido no cotidiano das institui??es de Educa??o Infantil e identificar, na vis?o das coordenadoras pedag?gicas, como ocorre o processo de organiza??o e implementa??o do curr?culo nessas institui??es. Dessa forma, partimos da seguinte quest?o: Quais contribui??es s?o poss?veis ?s coordenadoras pedag?gicas na organiza??o e implementa??o do curr?culo em creches e pr?-escolas do munic?pio de Turmalina? Os construtos te?ricos que fundamentaram o referencial e guiaram nossos olhares no processo de produ??o e an?lise dos dados de pesquisa se ativeram em pesquisadores do campo do Curr?culo, Educa??o Infantil e Coordena??o Pedag?gica. O estudo metodol?gico de car?ter qualitativo buscou ouvir as vozes das coordenadoras por meio da realiza??o de entrevistas semiestruturadas com seis profissionais que atuam em institui??es de Educa??o Infantil de Turmalina, al?m de analisar documentos legais do munic?pio que tratam das atribui??es da coordena??o pedag?gica. Utilizamos a t?cnica de an?lise de conte?do (BARDIN, 1977) que permitiu a sistematiza??o dos dados produzidos e a constru??o de infer?ncias a partir das falas das participantes. Assim, identificamos que as trajet?rias de forma??o e atua??o profissional influenciam o modo como as coordenadoras pedag?gicas concebem o curr?culo da Educa??o Infantil, j? que os percursos formativos e as experi?ncias profissionais das participantes comp?em-se como elementos fundantes dos seus saberes; percebemos que os desafios apontados pelas coordenadoras para a implementa??o do curr?culo configuram-se no distanciamento entre o curr?culo prescrito e curr?culo vivido; verificamos que o processo de organiza??o e implementa??o do curr?culo da Educa??o Infantil em Turmalina est? acontecendo de maneira isolada em creches e pr?-escolas, sem que haja uma articula??o por parte da Secretaria Municipal de Educa??o. A pesquisa nos possibilitou compreender que as coordenadoras pedag?gicas podem e devem contribuir na organiza??o e implementa??o do curr?culo desde que estas profissionais contemplem saberes pertinentes, tendo em vista a media??o dos/nos processos formativos junto ? equipe docente e a articula??o do trabalho pedag?gico coletivo. O estudo apontou a mobiliza??o da gest?o institucional de creches e pr?-escolas, bem como da gest?o municipal na formula??o de pol?ticas p?blicas, dentre outras, a fim de qualificar as pr?ticas de cuidado e educa??o, atender aos direitos das crian?as de todo o munic?pio, assim como em construir a identidade da Educa??o Infantil de Turmalina. Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2021. The present study sought to analyze the process of organizing and implementing the curriculum in daycare centers and preschools in Turmalina, Minas Gerais, based on the statements of the pedagogical coordinators who work in the municipality. To this end, it was necessary to identify whether and how the professional training trajectories influence the way the pedagogical coordinators of Turmalina city conceive the curriculum of Early Childhood Education; understand the approximations and distances evidenced by the coordinators between the official curriculum and the curriculum experienced in the daily life of early childhood education institutions and identify, in the view of pedagogical coordinators, how the process of organizing and implementing the curriculum in these institutions occurs. Thus, we start from the following question: What contributions are possible to the pedagogical coordinators in the organization and implementation of the curriculum in daycare centers and preschools in the municipality of Turmalina? The theoretical constructs that founded the framework and guided our views in the process of production and analysis of research data were used by researchers in the field of Curriculum, Early Childhood Education and Pedagogical Coordination. The qualitative methodological study sought to listen to the coordinators' voices by conducting semi-structured interviews with six professionals who work in Early Childhood Education institutions in Turmalina, in addition to analyzing legal documents from the municipality regarding the responsibilities of pedagogical coordination. We used the content analysis technique (BARDIN, 1977) that allowed the systematization of the data produced and the construction of inferences from the participants' statements.Thereby, we identified that the training and professional performance trajectories influence the way in which the pedagogical coordinators conceive the curriculum of Early Childhood Education, since the training courses and the professional experiences of the participants are constituted as basic elements of their knowledge; we realize that the challenges pointed out by the coordinators for the implementation of the curriculum are configured in the distance between the prescribed curriculum and the lived curriculum; we verified that the process of organizing and implementing the curriculum of Early Childhood Education in Turmalina is happening in an isolated way in daycare centers and preschools, without any articulation on the part of the Municipal Department of Education. The research allowed us to understand that the pedagogical coordinators can and should contribute in the organization and implementation of the curriculum, provided that these professionals contemplate pertinent knowledge, in view of the mediation of / in the training processes with the teaching team and the articulation of the collective pedagogical work. The study pointed to the mobilization of the institutional management of daycare centers and preschools, as well as of the municipal management in the formulation of public policies, among others, in order to qualify the care and education practices, attend to the rights of children throughout the municipality, as well as building the identity of the Turmalina Early Childhood Education.