Percepções de professores acerca do papel da coordenação pedagógica: qual o lugar da formação docente?

Abstract

Pedagogical coordination plays a central role in the school context, especially with regard to articulating teaching work and promoting the continuing professional development of teachers. However, in everyday practice, this professional often has their functions shifted toward bureaucratic and administrative activities, which compromises their role as a trainer. In this scenario, the present study aimed to investigate teachers’ perceptions of the role of the pedagogical coordinator in a state school located in a municipality in the state of Minas Gerais, seeking to understand the extent to which this function has contributed to teacher education in context. This is a qualitative, exploratory study, whose data were produced through questionnaires and interviews with approximately 28 teachers working in different segments of the school (Elementary Education I, Elementary Education II, and High School), and 02 pedagogical coordinators. Data analysis was conducted based on the assumptions of prose analysis, organized into analytical categories constructed a posteriori, namely: (i) teachers’ understanding of the role of the pedagogical coordinator; (ii) pedagogical monitoring practices; (iii) interpersonal relationships and conflict mediation; (iv) continuing professional development in contexto; (v) the role of pedagogical coordenation ande the improvement of teaching work. The results show that teachers recognize the pedagogical coordinator as a professional who is fundamental to the organization of school work; however, they associate their role mainly with administrative, disciplinary, and emergency support functions, to the detriment of systematized formative actions. In the category related to pedagogical monitoring practices, the presence of occasional interventions was observed, mainly aimed at solving immediate problems, with little formative intentionality. Regarding interpersonal relationships, teachers highlight the coordinator as a mediator of conflicts and a link between management, teachers, and the community, reinforcing their articulating role, although overloaded. Finally, in the category of continuing professional development in context, a significant gap was found between the formative role theoretically attributed to pedagogical coordination and its effective materialization in everyday school life, limited by lack of time, excessive bureaucratic demands, and the absence of institutional support policies. As an educational product, pedagogical letters were developed with the aim of promoting reflective processes on the practice of the pedagogical coordinator, contributing to the strengthening of their identity as a teacher trainer and to the re-signification of their role within the school.