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Advisor(s)
Abstract(s)
Neste estudo, abordamos a Coordenação Pedagógica em contextos de Educação de Infância com o propósito de caracterizar as perceções de coordenadoras pedagógicas sobre a Creche, as suas responsabilidades e o trabalho desenvolvido com as equipas que lideram. Além disso, procuramos compreender as perceções dos educadores de infância nas organizações participantes e caracterizar, com base nos seus discursos, as práticas de liderança adotadas pelas coordenadoras pedagógicas. A investigação, ancorada numa matriz multidisciplinar que combina a Administração Educacional e a Sociologia, tem início com uma análise da Creche na contemporaneidade, englobando o seu enquadramento sociolegal e a sua definição conceptual. Em seguida, procedemos a uma caracterização do papel dos coordenadores pedagógicos, destacando as alterações legais relacionadas com as suas competências e estabelecendo a relação entre as suas funções, a gestão e a supervisão. Este estudo qualitativo e exploratório foi realizado a partir de 15 instituições do distrito
de Vila Franca de Xira. Metodologicamente, recorremos a entrevistas semiestruturadas com sete coordenadoras pedagógicas e a questionários aplicados a 35 educadoras de infância. A análise dos dados permitiu-nos compreender as perspetivas destes dois grupos de profissionais sobre o trabalho das coordenadoras pedagógicas nesta área. Observámos que as respostas e conceções dos participantes podem ser agrupadas em duas categorias: funções e competências. Especificamente foi possível conhecer e compreender quais as funções, tarefas e atividades asseguradas pelos coordenadores pedagógicos das Creches em análise, bem como foi possível conhecer e compreender, na ótica dos participantes, qual o conjunto de qualidades e comportamentos que facilitam o exercício dessas funções. Com base nesta informação, propomos uma matriz para o Perfil de Competências do/a Coordenador/a Pedagógico/a em Creche.
In this study, we delve into Pedagogical Coordination in Early Childhood Education settings with the aim of characterizing the perceptions of pedagogical coordinators regarding Crèche settings, their responsibilities, and the work carried out with the teams they lead. Furthermore, we seek to understand the perceptions of educators within the participating organizations and to characterize the leadership practices adopted by pedagogical coordinators based on their discourses. The research, grounded in a multidisciplinary framework combining Educational Administration and Sociology, commences with a comprehensive analysis of Crèches in contemporary times, encompassing their sociolegal framework and conceptual definition. Subsequently, we proceed with a detailed characterization of the roles of pedagogical coordinators, highlighting the legal changes pertaining to their competences and establishing the relationship between their functions, management, and supervision. This qualitative exploratory study was conducted in 15 institutions within the Vila Franca de Xira district. Methodologically, we employed semi-structured interviews with seven pedagogical coordinators and questionnaires administered to 35 educators. The data analysis enabled us to comprehend the perspectives of these two professional groups regarding the work of pedagogical coordinators in this domain. We observed that participant´s responses and conceptions could be grouped into two categories: functions and competences. Specifically, it was possible to find out and understand the functions, tasks and activities carried out by the pedagogical coordinators of the Crèches under analysis, as well as to find out and understand, from the participant´s point of view, the set of qualities and behaviours that facilitate the performance of these functions. Based on this information, we propose a framework for the Competence Profile of Pedagogical Coordinators in Crèche settings.
In this study, we delve into Pedagogical Coordination in Early Childhood Education settings with the aim of characterizing the perceptions of pedagogical coordinators regarding Crèche settings, their responsibilities, and the work carried out with the teams they lead. Furthermore, we seek to understand the perceptions of educators within the participating organizations and to characterize the leadership practices adopted by pedagogical coordinators based on their discourses. The research, grounded in a multidisciplinary framework combining Educational Administration and Sociology, commences with a comprehensive analysis of Crèches in contemporary times, encompassing their sociolegal framework and conceptual definition. Subsequently, we proceed with a detailed characterization of the roles of pedagogical coordinators, highlighting the legal changes pertaining to their competences and establishing the relationship between their functions, management, and supervision. This qualitative exploratory study was conducted in 15 institutions within the Vila Franca de Xira district. Methodologically, we employed semi-structured interviews with seven pedagogical coordinators and questionnaires administered to 35 educators. The data analysis enabled us to comprehend the perspectives of these two professional groups regarding the work of pedagogical coordinators in this domain. We observed that participant´s responses and conceptions could be grouped into two categories: functions and competences. Specifically, it was possible to find out and understand the functions, tasks and activities carried out by the pedagogical coordinators of the Crèches under analysis, as well as to find out and understand, from the participant´s point of view, the set of qualities and behaviours that facilitate the performance of these functions. Based on this information, we propose a framework for the Competence Profile of Pedagogical Coordinators in Crèche settings.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Administração Educacional
Keywords
Creche Liderança Coordenação pedagógica Supervisão pedagógica Crèche Leadership Pedagogical coordination Pedagogical supervision
Citation
Freitas, S. I. G. (2023). Liderança na Creche: o papel da coordenação pedagógica (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17121