Os desafios da coordenação pedagógica com a formação continuada dos/as professores/as nas escolas municipais de educação infantil de Erechim/RS

Abstract

This Course Conclusion Paper, to obtain the degree of Pedagogy Degree, from the Federal University of Fronteira Sul, campus Erechim, aims to understand what challenges the Pedagogical Coordinators of the municipal schools of Early Childhood Education, in the city of Erechim / RS, find when articulating continuing education with teachers at school. For this, we chose a methodology with a qualitative approach, based on bibliographic, documentary, and field research. As a data collection instrument, we used the questionnaire, in an online format due to the COVID-19 pandemic, to answer research concerns. We had fourteen Pedagogical Coordinators participating in the nineteen municipal schools of Early Childhood Education. From bibliographic and documentary research it was possible to make a brief historical review of the role of Pedagogical Coordinator and understand the important contributions that this professionais plays in the pedagogical and formative scope at school. We adresse the oficial documents that regula-te and legal suporte continuing education, as we as define the Pedagogical Coordinator as the coordinator of continuing education. Through the responses received in the questionnaire, we identified the biggest challenges that Pedagogical Coordinators encounter when organizing training in their schools. Among them: listening to the group of teachers; reflection on pedagogical practice; be available for training and new knowledge considering the knowledge already built; socialization among colleagues; the evaluation of the formative process and an important perception in the narratives about the difficulties in the formation of the Pedagogical Coordinator. Because of the aspects we present in the course of this work, it is essential to understand that continuing education at school is a team effort, the coordinator is the training coordinator, but without the group's collaboration, it is not possible to achieve it. There is no way to talk about professionals committed to education without talking about continuing education. A Pedagogical Coordinator who can bring this reality into his school has fulfilled his greatest assignment.