O trabalho da coordenadora pedagógica com professoras dos anos iniciais do ensino fundamental em escolas públicas estaduais de abrangência da 15ª CRE

Abstract

This abstract intends to describe the main elements that lead to understand a master’s research developed in the Graduate Program in Education – Professional Master Degree’s, line one at the Universidade Federal da Fonteira Sul – (UFFS - Federal University of the Shoutern Boarder). This investigation discusses the role of the Curriculum Coordinator (CC) with teachers of the first years (1st -5 th grades) of elementary education in state public schools covered by the 15th Regional Coordination Unit (CRE), situated at the city of Erechim, in the state of Rio Grande do Sul, Brazil. The general objective of this study is to identify how the Curriculum Coordinators see themselves, define their role and characterize their practices in the school context, along with the teachers of the first years (1st -5 th grades) of elementary education in state public school covered by the 15th Regional Coordination Unit (CRE). Given the objective, a bibliographic survey was done in order to go further in the role of the CC in the first years of elementary education, based in authors such as Libâneo (2018), Gadotti (2000), Maturana (2006), Domingues (2014), Almeida; Placco, (2011, 2012, 2015, 2018), Dubar (2020), García (1999), Day (2001), Sartori (2013), Vasconcellos (2018), Tardif (2002), Formosinho (2009), Veiga (2002), and others. The theoretical work sustained the field research, of qualitative nature, developed with nine teachers who act as Curriculum Coordinators in the first years of elementary education in public schools in the city of Erechim. The data collect instrument was Google Forms. The choice for this instrument was taken in order to include state public schools of the countryside, suburbs and downtown of the Erechim city. The data analysis followed Bardin’s (2009) perspectives. The investigation intended to discuss the professional identity and the role of the Curriculum Coordinators in the school context to promote thinking, articulation, and to educate and transform the pedagogical work. The study showed the challenges that prevent a good performance of the CC, which are executing duties of other professionals, bureaucratized work routine, intense demands of the sponsor, day-to-day emergencies, and professional devaluation. It is important to say that knowing their attributions and the definition of their role is related to the historical course of the profession and the constitution of its identity. Therefore, the Curriculum Coordinators should promote studies that prioritize pedagogical practice, leading their team of teachers to know and study the social and institutional contexts in which they are inserted.