Relações democráticas no espaço escolar e os desafios do trabalho do coordenador pedagógico

Abstract

This research presents a reflection on the challenges and confrontations within the realm of educational and school management, considering the school as a place of organizational culture and educational practice where dialogue, active listening, the sharing of common values and goals, and action plans are all aspects linked to the work of the Pedagogical Coordinator and their horizontal, human, and professional interaction with teachers. It highlights the dynamic of democratic relations between the pedagogical coordinator and teachers, considering the identities under construction in the school environment of these individuals who act through collective and collaborative decision-making for the benefit of the student's formative process. The general objective of the study is to "Investigate the role of the pedagogical coordinator, considering the democratic relations in the school space in dialogue with teachers from a State Elementary and High School in the state public network of Rio Grande do Sul." The methodology is based on exploratory-analytical research with a qualitative approach, using semi-structured interviews and a focus group as instruments for data production. The main theoretical references are Harvey (2008), Anderson (1995), Ianni (1999), Dardot and Laval (2016), Laval (2004), regarding the historical and conceptual foundations of neoliberal reason and its interests in the educational field; Libâneo (2018, 2012), Paro (2002, 2023), Frigotto (2010), Freitas (2018), concerning the understanding of educational and school management in opposition to the privatizing, individualistic, and economistic logic of education; Dubar (2005), regarding the construction of identities and the identity (relational and biographical) of the PC; Placco and Almeida (2013; 2018; 2019) specifically address the challenges of the PC's role in schools; Vasconcellos (2021); Sartori and Fávero (2020) bring a discussion of the Action Plan as an indispensable tool for the PC in organizing pedagogical work with the group of teachers. Based on the literature studied, we can say that the social quality of democracy in the school space is the result of objective and subjective conditions that enable all students to appropriate culture and systematized knowledge. This research demonstrated that the realization of democratic relations between the pedagogical coordinator and the teacher in school transcends the individual sphere of the coordinator, as it is intrinsically linked to the material and symbolic conditions offered by the educational network and the school. A democratic school emerges and sustains itself among professionals when there is space for dialogue, study, reflection, affection, listening, and collective construction.