Gestão pedagógica e assessoria docente: a atuação do coordenador pedagógico

Abstract

This Course Completion Work investigates pedagogical management and the role of the pedagogical coordinator (CP), as an advisor to teachers in the teaching and learning processes in basic education. The study is based on the premise that pedagogical management is the structuring axis of the school organization, with the coordinator being the agent responsible for articulating educational guidelines and pedagogical practice. The general objective was to analyze how pedagogical management combined with the role of the pedagogical coordinator contributes to the development of teaching and learning processes in basic education. Methodologically, the research adopted a qualitative approach, of a bibliographic and documentary nature, using Bardin's (2011) content analysis technique to systematize and interpret the data. The theoretical framework was based on authors such as Libâneo (2012), Veiga (1995) and Sartori (2022), exploring concepts of democratic-participatory management and the centrality of the Political-Pedagogical Project (PPP). The results indicate that the pedagogical coordinator plays essential roles as mediator, articulator and trainer, becoming the fundamental link for promoting continued training in everyday school life. However, it was identified that challenges such as bureaucratic overload and the influence of neoliberal concepts can make this action precarious. It is concluded that pedagogical management, when centered on collective work and direct assistance to teachers, is essential for the construction of a reflective school committed to the social quality of education.