Uma meta-análise das teses sobre reunião pedagógica no país dos últimos cinco anos

Abstract

The joint and organized participation of members of the school community: parents, guardians, students, teachers, employees and the management team helps to obtain quality education for all, as education is social and collaborative. The actions and reflections about school work that take place in the pedagogical meetings help education professionals in their practices, since, by knowing different theories, appropriating them, they can choose the one that best fits the students' reality and share with their peers their practices contribute to meaningful learning. In this work, from the Lato Sensu Post-Graduate Course in School Management at the Federal Institute Farroupilha - Campus Alegrete, we intend to theorize and discuss the possibilities of continuing education, professional growth and improvement of the teaching and learning processes that can be triggered from the pedagogical meetings in schools. Guided by the question: “How do pedagogical meetings take place?”, the aim of the article is to understand the place of pedagogical meetings in the actions and decisions of the school collective, based on theses produced on the subject of the last five years. The analysis methodology used is the qualitative meta-analysis, which is a systematic review of other researches in order to produce new syntheses. 22 theses in Education from 2016 to 2020 were identified in the Capes Bank of Theses Platform - Coordination for the Improvement of Higher Education Personnel, with the keywords “planning” and “pedagogical meetings”. From the abstracts, they were classified according to their theme, namely: theoretical nature (4); virtual environments, distance education and technology (4); continuing education (2), initial training (2), educational programs (3), curriculum and assessment (4); and other topics (3). The themes that best suited the objective of the project were 6, research and continuing education. After a thorough reading of these works, a survey was carried out on their main results. Based on the research, we sought to answer some questions such as: the organization of pedagogical meetings, topics covered, periodicity, professionals participating in these meetings and their objectives. Finally, the challenges and demands regarding pedagogical meetings are still many, so we intend, with the results of this research, to contribute and encourage the much-needed planning of pedagogical meetings, in order to collaborate with quality learning.