Desafios no trabalho da assessoria pedagógica do ensino médio presencial com mediação tecnológica do Amazonas

Abstract

The present dissertation is developed within the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied has the following guiding question: what actions can be adopetd to improve the work of the Pedagogical Advisor beside the Teaching Ministers and Presential of Preschool with Technological Mediation? The hypothesis defended is that there is an occupation of the time of the Pedagogical Advisor with activities that are not part of his assignments, which generates overload of work in demands without pedagogical nature. In addition, the problems related to the flow of class production also constitute an obstacle for the performance of the Pedagogical Advisor. Thus, the general objective of this study is to analyze the difficulties of the Pedagogical Advisor's work beside the Teaching Ministers and Presential in Preschool with Technological Mediation (EMPMT) and propose actions to improve the partnership among these professionals. The specific objectives are: i) to describe the performance of the Pedagogical Advisor with the ministering and Presencial Teachers; ii) analyze the difficulties in the interaction between Pedagogical Counseling, Pedagogical Assistant Coordination, Teaching Ministers and Presential Teachers; iii) propose actions that improve the working partnership of these professionals. For the analysis of the management case, the research used a qualitative methodology, document analysis, and the accomplishment of interviews and application of questionnaires for the data collection. The interviews were carried out with the Pedagogical Advisory Team of the High School of the Media Center of Education of Amazonas (CEMEAM) and with the Local Coordinator of Manacapuru. The questionnaire was applied to Teaching Ministers and Presential Teachers of the 1st year of Teaching. For the theoretical basis, the reflections of authors such as Masetto (2003), Demo (2006), Maia (2010), Campos (2011), Kenski (2012), Moran (2012), Fava (2014), Costa (2015) e Souza (2016), since they approach the specifics of Distance Education. Also important were the reflections of Lück (2004), Libâneo (2010) e Moran (2014), to reflect on the performance of the Pedagogue. The results of the research point to two central problems: i) the difficulty in the formation of Presential Teachers for the performance of their technical and pedagogical attributions; ii) the need to monitor, monitor and evaluate internal and external communication flows in CEMEAM. Based on these findings, in order to minimize these difficulties, the following intervention actions were proposed: Proposed Training Course of the EPMT Local Coordinator; Implementation of monitoring, monitoring and evaluation of CEMEAM internal and external communication flows.