A ATUAÇÃO DO COORDENADOR PEDAGÓGICO DA EDUCAÇÃO INFANTIL: O QUE DIZEM AS PESQUISAS?

• Autor(a) principal: Meireles de Deus, Maria do Carmo
• Data de Publicação: 2022
• Outros Autores: de Almeida, Patrícia Cristina Albieri
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/ilcj.v12i2.30426

This article presents a review of the literature about the theme of pedagogical coordination in early childhood education. The dissertations and theses developed in the stricto sensu postgraduate programs in education available in the Digital Library of Theses and Dissertations from 2011 to 2021 were used as corpus of analysis. The intention was to investigate if and how the researches analyze the performance of the pedagogical coordinator (PC) in early childhood education, as well as the contributions of his/her action to the professional development of teachers who work in this segment. Twenty-four (24) dissertations and one (1) thesis were located and analyzed, showing that there are few studies that address the theme, which justifies its relevance. The findings of the review stand out that, in all the studies, what stands out about the performance of PC concerns: orientation, routine, challenges, continuing education, organization and monitoring of teachers' pedagogical practices the articulation and integration of the process of continuing education and in service of the teachers they accompany. The results indicate that although the studies focus on the PC that works in early childhood education, few people discuss and analyze the specificities of their performance in this teaching segment. For a broader understanding of the performance of pedagogical coordination in early childhood education, as well as their contributions to the professional development of teachers working in this segment, it is essential to undertake a discussion about the follow-up practices and actions that make up the routine of pedagogical coordination that can favor the improvement of teaching practices in early childhood education.