The Performance of the Pedagogical Coordinator in relation to the Execution of the School Pedagogical Political Project

• Autor(a) principal: de Souza Sampaio, Ivonete Maria
• Data de Publicação: 2023
• Outros Autores: Edilberto Moreira Lopes, Raimundo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ID on line. Revista de psicologia
• Texto Completo: https://idonline.emnuvens.com.br/id/article/view/3843
• topic: Pedagogical coordinator; Political Project; Pedagogical; Teaching practice; Coordenador pedagógico; Projeto Político; Pedagógico; Prática docente

A relatively new role in the context of Brazilian education, the role of the Pedagogical Coordinator is characterized by monitoring the practice of teachers, offering them conditions to work in order to guarantee student learning and acting as a mediator between teaching work and the School’s Pedagogical Political Project. Therefore, the present research aims to research how the role of the Pedagogical Coordinator is implemented in school practice in implementing the school's Pedagogical Political Project (PPP). The work focuses, initially, on the historical context of the emergence of the figure of the pedagogical coordinator in the Brazilian school context, highlighting from the First Republic when the role of inspector emerged until the expansion of teaching in the 1950s, which drove the need for separate School Supervision. of inspection. Continuing with the historical analysis, the work approaches the main changes in the role of this professional, the training requirements according to the configuration of education and its agents in different historical moments of the Brazilian educational reality, which emphasizes within the scope of the notion of democratic school management the role of the pedagogical coordinator as an articulator of the Pedagogical Political Project and its importance in guiding teaching practice, acting as a mediator between said practice and what is proposed in the school's Pedagogical Political Project. Based on the assumption that school dynamics and the daily work of the pedagogical coordinator are often permeated by immediate and unforeseen events and bureaucratic issues, which ends up diverting the role of the pedagogical team towards immediate and bureaucratic administrative tasks, we sought - understand how this mediating role of the pedagogical coordinator occurs in school reality. To this end, three pedagogical coordinators were interviewed in three different schools, in order to analyze the implications of the pedagogical coordinator's work in the development of the school's pedagogical political project. As a result of the research carried out, it is possible to notice the pedagogical coordinator's distancing from the functions of monitoring pedagogical practices, including those that directly contribute to the implementation of the school's PPP.