A coordenação pedagógica no desenvolvimento das suas funções em um município do sul de Minas Gerais: desafios e possibilidades

Abstract

This study aimed to investigate how pedagogical coordinators in the public school system of a city in Southern Minas Gerais carry out their work, as well as the challenges and possibilities they encounter in performing their roles. Through formative research (pesquisa-formação), we explored how coordinators perceive professional development, organize their daily routines, and reflect on their individual and collective characteristics – highlighting the pedagogical coordinator as a collaborative agent committed to their own growth and that of their team, thereby enhancing classroom practices. Grounded in qualitative methodology, this study prioritized critical reflection on practice, the analysis of professional development needs, the creation of contradictory situations to stimulate new insights, and the development of innovative approaches to improve teaching practices. We argue that this research approach facilitated contextually grounded professional development, co-constructed by all participants, while fostering a closer connection between academic research and the realities of schools.