Coordenação pedagógica: limites e potencialidades para a atuação docente na escola pública.

Abstract

This study addresses research on pedagogical coordination in public schools, focusing on the limits and potential of this role for continuing education and teacher development. This research was informed by my experience in supervised internships, teaching practices, and professional experiences in schools, which sparked an interest in better understanding the role of the coordinator. The rationale highlights the importance of pedagogical coordination as a link between management, teachers, students, and the community, emphasizing its contribution to conflict mediation, the coordination of educational practices, and the enhancement of teacher education. However, it also notes the overload of bureaucratic tasks and the lack of autonomy, factors that limit pedagogical action. The research question asks: what are the limits and potential of pedagogical coordination in public schools, and how can this role contribute to teaching performance? The overall objective is to identify these limits and potential, analyzing how coordination can foster the strengthening of pedagogical practices. The specific objectives are to examine the approaches used by coordinators, understand their competencies and responsibilities, and identify how their work can organize teacher support and training activities. The methodology adopted is a qualitative, exploratory approach, based on a bibliographical survey and field research with a semi-structured interview, allowing for an open and reflective dialogue with the research subject. The theoretical foundation is based on authors such as Libâneo (2001), who advocates for coordination as an articulator of collective work; Lück (2009), who emphasizes bureaucratic challenges; Nóvoa (1992), who discusses teacher training as a school culture; Paro (2016) and Tardif (2017), who reflect on working conditions and teaching knowledge. The study highlights that, although pedagogical coordination faces challenges such as lack of time, teacher resistance, and a lack of autonomy, it also has great potential to transform educational practice, provided it is recognized, valued, and supported by continuing education policies.