Formação continuada de professores na escola: o coordenador pedagógico como mediador

Abstract

This research had as its theme the continuing education of teachers at school mediated by the performance of pedagogical coordinators. Continuing education constitutes a requirement in the face of ongoing transformations in contemporary society, such as the insertion of technologies and unforeseen situations of all kinds, which bring the need to reframe the pedagogical work and break with the resistance to rethinking the practice. The continuing education of teachers at school is essential to promote the professional development of teachers. The pedagogical coordinator in this context plays a fundamental role as a mediator in this process, articulating educational policies with the demands of the school community. In order to implement continuing education efficiently, it is important to identify the teachers' needs and the school's objectives foreseen in the political-pedagogical project, define adequate strategies and methodologies and monitor the results achieved. In this alignment, the research had as general objective to investigate how the pedagogical coordinator, linked to the school's management team, plans and promotes the continuing education of teachers in their own work environment - at school. The research was guided by the following questions: How does the pedagogical coordinator linked to school management constitute or not a mediator of the continuing education of teachers in their own work scope - at school? What conceptions of continuing education do the pedagogical coordinators of the investigated schools have? How can the continuing education of teachers respond to the successive changes that occur in everyday school life? Through field research, we investigated six subjects who act as pedagogical coordinators in schools in the municipalities of Getúlio Vargas, Floriano Peixoto, Estação, Erebango and Ipiranga do Sul. The study has a qualitative approach, making use of bibliographical and field research, the latter carried out through questionnaires and interviews. The main authors who formed the theoretical basis are: Imbernón (2000), Nóvoa (1992 and 1995), Pimenta and Anastasiou (2002), Tardif (2014), Sartori (2013), Freire (1996), among others. From the analysis of the data, it was found that the pedagogical coordinators, for the most part, are aware of their attributions, especially with regard to the continuing education of teachers. They develop actions to ascertain the training needs of the group of teachers regarding their coordination, carry out moments of listening and dialogue with the teachers, suggest intervention actions that can contribute to their practices. In addition, they report challenges and limits such as lack of teacher engagement, recurring shortages of professionals, bureaucratic activities, lack of training, time constraints and support that compromise their work.