O trabalho do coordenador pedagógico: a formação continuada em uma escola pública da rede estadual de ensino do RS

Abstract

In an era of successive changes, it is essential to prioritize the continuous improvement of educational practices through the ongoing professional development of teachers in order to keep up with changes and address emerging educational needs. In this context, this research was guided by the question: How do the pedagogical coordinators at this school understand the process of continuous professional development that they facilitate within the school environment? The objective was to investigate the pedagogical coordinators' understandings of continuous professional development that they mediate and organize. The study was conducted from a qualitative approach, with the subjects being pedagogical coordinators from a public school in the State Education network of Rio Grande do Sul. The theoretical framework addresses aspects related to continuous professional development and the role of the pedagogical coordinator, and the State of Knowledge was produced by mapping the scientific and academic production on conceptions of continuous professional development mediated by the Pedagogical Coordinator. The study is anchored in authors such as Benincá, Fávero, Gatti, Imbernón, Nóvoa, Libâneo, Placco, Sartori, among others. The field research was conducted to collect the coordinators' conceptions about continuous professional development, and the data obtained in this phase were recorded, analyzed, and interpreted in three categories: a) the pedagogical coordinator: training and relationships in the school environment; b) the pedagogical coordinator: organization, planning, and support for teachers; and c) the pedagogical coordinator: conceptions of continuous professional development in the school. The results of the research revealed that pedagogical coordinators face various demands and take on responsibilities that are not part of their duties, negatively impacting their focus on their functions, especially regarding the continuous professional development of teachers in the school. However, coordinators recognize the importance of an ongoing formative process, in addition to initial training, to improve the school's and teachers' response to demands. The results also highlight the importance of conducting research within the school context to understand each school's reality. Thus, the study emphasizes the need to invest in the training and support of pedagogical coordinators to enhance and strengthen teachers' continuous professional development, serving as a key element for the constant improvement of pedagogical practice and teachers' professional development. The study underscores the need for policies and practices that value the work of coordinators to provide a conducive environment for the improvement of the teaching and learning process. From the research, a final product emerges in the form of a specific guide for the researched school, aimed at facilitating pedagogical coordinators in planning continuous professional development in the school, revitalizing teachers' pedagogical practice, and promoting their professional development.