O trabalho do coordenador pedagógico na implementação da Base Nacional Comum Curricular no ensino fundamental – anos finais

Abstract

The present research brings the construction of a dissertation of the Professional Master's course in Education in the Universidade Federal da Fronteira Sul in the line of research: Research in pedagogical processes, policies and educational management. The theme addresses the work of the pedagogical coordinator in the implementation of the Base Nacional Comum Curricular (Common Core State Standards-CCSS) in the final years of elementary school. The relevance of the study originates from the identification of difficulties and challenges on the part of these pedagogical coordinators in the mediation of the process of (re)construction and curricular implementation based on the BNCC. For this study, the research problem emerges: how are the pedagogical coordinators, who work in elementary schools, in the final years, mobilizing and guiding the implementation of the BNCC? The main objective that guides the study is: “to investigate and analyze the pedagogical work, in the process of mobilization, orientation and implementation of the BNCC, in state public schools that offer the final years of elementary school”. For this, we propose the development of a research with a qualitative approach, through the procedures of bibliographic, documentary and field investigation, focusing on a semi-structured interview, having as investigated pedagogical coordinators of state schools under the scope of the 15ª Coordenadoria Regional de Educação, in the municipalities of Erechim, Erval Grande, Marcelino Ramos and Sananduva. We highlight some authors that theoretically support this study: Placco and Almeida (2011; 2012; 2015; 2017; 2018; 2019), who specifically deal with the action of the pedagogical coordinator in the school space, Ferreira (2010), Libâneo (2015) and Saviani (2011) regarding the conceptions of participatory, collaborative and democratic work. Regarding curriculum and school curriculum, Sacristán (2000), Silva (2005), Moreira and Candau (2007), Arroyo (2011) and Young (2016). The results pointed to the need for training for the pedagogical coordinator, as well as indicating difficulties in the process of implementing the BNCC, considering the complexity of the document and the little or no offer of training in relation to the pedagogical coordinator, who is the mediator of this process with the teachers in the school space. The lack of theoretical basis was also evidenced, making it a challenge to discuss and implement curriculum without reflections and perceptions of the intentional actions that permeate it.We perceive the pedagogical coordinator as a manager of the curriculum at school and we conclude that self-education and permanent continuous education are necessary for the strengthening of pedagogical work, as well as the construction of a professional identity of this subject. The triad of articulating, forming and transforming constitutes the pedagogical doing in the face of educational changes that come to the school and, through the hands of the pedagogical coordinator, go to the teachers, with a focus on teaching and student learning.