Coordenador pedagógico: das urgências cotidianas ao resgate de sua função profissional

Abstract

This article explains some issues that emerge from the field of educational management, more specifically, it discusses the coordinating function within the school, focusing on the work of the pedagogical coordinator who is characterized as one of the fields of Pedagogy. Therefore, it aims to understand the real role and performance of this professional in the exercise of his work with teachers, students, families and the school community, and how through his performance he (de) builds his professional identity. Theoretically, it is based on studies by authors such as Guimarães and Oliveira (2013), Pires (2005), Oliveira (2010), Saviani (2010), Macedo (2016), Franco (2016), among others. The methodological perspective that guides this study is based on a descriptive qualitative approach, of an exploratory nature, involving dialogues / interviews with professionals and observation of pedagogical coordinators'practices in 02 elementary schools in the municipal network of Maceió. In this study, it was possible to observe a certain distance from theory in relation to the coordinator's pedagogical practice. It appears that the pedagogical coordinators feel unprepared in face of the demands of their professional routine, therefore they need better initial and continued training to act as teacher educators in the schools in which they work. It highlights the need to overcome bureaucratic practices in the exercise of this function so that, with the redirection of their training process, they can contribute as a trainer to school professionals, from overcoming their training difficulties, carrying out specific studies that contribute to overcoming inefficiency. results and not to multiply obsolete educational models.