Desafios e competências da coordenação pedagógica em ambientes escolares.

Abstract

This work about the “challenges and competencies of the pedagogical coordination in the educational relations in the public school” has as object of study the main challenge found by the pedagogical coordination, the competencies/assignments necessary to cope with this challenges. The general objective of this work was to analyse the challenge found by the coordinator as well as the reference skills of the pedagogical coordination front by the educational relations inside the school space. Like a research question, this production incurred by the inquiry: In what way were the main challenges and competences of the pedagogical coordination of a school constituted in front of daily educational practices? This study was structured by the following categories of analysis: assignment/function of the pedagogical coordination (Oliveira; Guimarães 2013), the pedagogical coordinator and the daily school (Almeida, 2000) and the pedagogical coordination skills (Domingues, 2014). The empirical part of this study was given by a qualitative approach with exploratory study made by five coordinators of the public school of Cajazeiras/Paraíba, by means of data collection made through a semi-structured interview and observation. The treatment of the data was given by simple categorization by recurrent terms, which also made it possible to know the coordinators' reality regarding the object of this production. The main findings of this study were the innumerable competencies which are attributed to the pedagogical coordination, the detour of function of the coordination, the overload of this professionals, the challenges found by the coordination to the efective continued formation of the teachers and the work of the coordination with the participation of the whole school community.