O trabalho do supervisor e do coordenador pedagógico e a formação docente no contexto da escola

Abstract

Teacher training has been the focus of study, debates, concerns and, throughout history, it has undergone profound transformations in Brazil and in the world. To this end, attention is called to the necessary process of teacher professionalization that, in the schools of Lavras, is carried out by coordinators, supervisors and pedagogical support. In this way, strategies along with the Municipal Department of Education are drawn up, establishing dialogues with the university, based on the development and professional qualification of teachers, putting into effect the teaching, research and extension triad. In this bias, the research on screen aims to investigate how the supervisors and pedagogical coordinators of a Municipal Network in the south of Minas Gerais, perceive the development of their work and the possibilities of resignifying it, also considering the role of teacher trainers in the context from school. Thus, the investigation was carried out through research-training, with the use of a questionnaire and interviews with the 57 coordinators and supervisors. From this perspective, relying on the theoretical contribution of André (2020), Gonsalves (2004), Nóvoa (2019) and Placco and Almeida (2012), we consider the training of trainers to be important, as it provides opportunities for studies on teacher training with responsible professionals for this articulation in schools, promoting the processes of teacher professional development in a perspective of teacher training centered on the school. As a result, we identified that supervisors feel overwhelmed with the overflow of administrative tasks that overlap the pedagogical and training aspects. From the training undertaken in the context of research-training, advances were observed in the perception of teacher trainers as a responsibility of supervision and coordination. It was also verified the delineation of moments of formation destined to the professors of the schools in which they work, in the perspective of the formation in context, or through the development of the formative guidelines. It is noted that, despite revealing that this is still a challenge, they are willing to put this work perspective into effect. the professional development of teachers and pedagogical supervisors.