Formação e atuação do/a coordenador/a pedagógico/a: desafios e possibilidades.

Abstract

Nowadays the theme, Pedagogical Coordinator‟s Training and Performance: challenges and chances study, presents it as a matter of wide discussion necessity of the license in Pedagogy course. As from the Law of Directives and Bases of National Education and the National Curricular Guidelines of the License in Pedagogy course, new requirements were settled in training and enlargement of the professional performance process. This monographic study has aimed to reflect the functions and attribution of the Pedagogical Coordinator in the organization of contemporary pedagogical work, in partnership with several educational segments aiming to identify the challenges experienced in school context. This research has the following authors as theoretical contribution: Amaral; Campos e Silva (2017), Soares (2011), Teixeira (2011), Dabul (2011), Pimenta (1995); Freire (1996); Silva (2006) e Libâneo (2011). The methodology used fits into qualitative research category. The data was collected through semi structed interview conducted with three (3) subjects – a (1) principal, graduated in pedagogy; a (1) pedagogic coordinator, graduated in pedagogy and a (1) teacher graduated in Language Studies – that work in the early years of a public elementary school in Sousa, PB. Content Analysis (CA) method was used for analyzing data. The research indicated that the changes occurred in education starting from the demand imposed by liberal policies, resulted in work overload for these professionals, due to the new request and current demand. Therefore, the training and performance process of this professional requires a solid theoretical-practical, as well as a collective pedagogical, participative and democratic work, along with a policy of initial and continuous training, based in research as a formative principle.