Formação continuada de professores na escola: o que as coordenadoras pedagógicas têm a dizer?

Abstract

Pedagogical coordination plays a fundamental role in the implementation of continued formation policies in the school context. This study aimed to investigate how pedagogical coordinators characterize their role in the continuing education of teachers, identifying and analyzing the challenges they face and the strategies they adopt to deal with these obstacles. The research was conducted with a group of 24 pedagogical coordinators who work in a municipal education network located in Recôncavo da Bahia. The results show that participants have a wide range of demands in their daily work, offer didactic-pedagogical support to teachers, deal with behavioral and learning issues among students, articulate interpersonal relationships in the school environment and serve the school community. Despite being considered as important, teacher formation has not been a priority assignment for most professionals, because sometimes it depends on external resources and better working conditions. It was concluded that the continuing education of pedagogical coordinators is essential to strengthen their professional identity and improve the quality of education. In addition, resizing the role of the pedagogical coordinator in schools implies organizing a formation network, and the premise of building a network is that schools need to become spaces for formation and health promotion.