| dc.description.abstract | This dissertation resulting from research of the Professional Master's Course in Public Policies
and Educational Management, the Postgraduate Program in Public Policies and Educational
Management at the Federal University of Santa Maria and the study / research group Redes /
CNPq / UFSM, addresses the thematic formation of teachers through the third sector and the
perspective of pedagogical assistance. It agrees with the research line Policies and Management in
Basic and Higher Education and, its general objective is to understand the contributions of
pedagogical assistance to planning management in public schools in the state of RS, based on the
continuing education of teachers through the third sector. For the specific objectives, it prioritizes:
recognizing the main theoretical and legal contributions related to teacher training policies in
interrelation with the third sector; identify the main processes related to teacher training in the
context of school pedagogical planning via PUFV pedagogical assistance; verify which strategies
can strengthen and consolidate the pedagogical advisory work developed by PUFV, with a view
to school planning; implement a pedagogical guidance booklet to assist PUFV. The research was
based on the qualitative approach, applied and implied through the multi-case study, developed in
five regions of RS (assistance) and with the participation of twenty school institutions in the
municipalities of RS (coordination). The collaborators were twenty-one pedagogical advisers
from the PUFV do RS and twenty-four pedagogical coordinators from public schools in the state
of RS, atended by the third sector, using the mixed online questionnaire and document analysis,
being the analysis data by Bardin (2006) and data triangulation (YIN, 2001). As a result, three
categories and respective subcategories emerged: continuing teacher education and public
policies, which emerged the subcategories: training through the third sector; Covid-19 front
formation; training and professional development, in the second category, third sector and
international public policies, the subcategories are: third sector; multilateral organisms;
democratic management and educational and school management, in the third and last category:
pedagogical assistance, which emerged in such subcategories: articulator of continuing education;
pedagogical advice and projects; principles of cooperation and citizenship; planning project
methodology; advice and challenges in the pandemic; partnership between school pedagogical
coordination and educational technologies. Therefore, school institutions, together with the
education departments, search for partnership through the third sector to develop continuing
teacher education articulated with the pedagogical actions developed in basic education,
considering dialogue, collaborative teaching, research, the construction of knowledge, the
investigative approach, and encouragement to the use of technological resources, as fundamental
elements for the continuing education of teachers in the light of the principles of democratic
management. The product created refers to a Pedagogical Guidance Booklet for PUFV advice,
constituting itself as a specific guidance tool for the pedagogical advisor. | |
