As ações atuais do coordenador pedagógico no Instituto Federal de Alagoas: função de formação continuada docente?

Abstract

This writing corresponds to an academic study, whose general objective was to investigate the role of the pedagogical coordinator in the continuing formation of the teachers of IFAL (Federal Institute of Alagoas). In order to do so, it was necessary to analyze the pedagogical coordinator's conceptions of his own work, to identify the teachers' interpretation of the work he performs, to identify what the management informs and thinks about the pedagogical coordinator's performance and the training in IFAL and what information the documents provide regarding the responsibilities of the pedagogical coordinator and the concept of continuing institutional training. The object of this study is the function of the pedagogical coordinator for continuing teacher education, whose questions addressed the problem of this research represented by the question: what is the role of the pedagogical coordinator in the ongoing training of teachers at IFAL. The methodology corresponded to a qualitative approach, since we understood the actions of the subjects involved in the research in their professional context, interpreting them under their own perspectives. We proceeded with the analysis of the content, so that the data collected through the interviews, the questionnaire, the analysis of documents were interpreted under relevant points of view that favored the deepening and understanding of the studied phenomena. We work with the hypotheses that the pedagogical coordinator of the IFAL has its function directed to the pedagogical assistance to the teachers, to the monitoring and orientation of their activities, as well as to the articulation of the continuous formation and professional teacher development. As a theoretical perspective, we approach: a) the concept of continuing teacher education (ALONSO (2003), ALTENFELDER (2005), GATTI (2008), IMBERNÓN (2009, 2010, 2011, 2016), NÓVOA (1992, 2009) and SILVA 2012)); b) the role of the pedagogical coordinator (ALMEIDA (2012), CHRISTOV (2012), CLEMENTI (2001), DOMINGUES (2014), GOUVEIA, LIBÂNEO (2003, 2011), PLACCO (2012, 2013) of pedagogical praxis (VÁSQUEZ (2011) and SOUZA (2009)). We show the epistemological dimensions, historically place the process of continuous formation and the profile of the pedagogical coordinator, we highlight the problems that are inserted in the daily life of this professional and his challenge regarding the concretization of the continued formation of the teachers. From the interaction between the theoretical contribution and the analysis and interpretation of the data collected, it was possible to know what IFAL considers as continuing teacher education, how teachers interpret the work of the pedagogical coordinator, how the management informs about the work of the pedagogical coordinator, and what he has done to contribute to his role, as the coordinator himself describes and interprets his work as an articulator of the ongoing formation process in the institution. In the light of these data, we understand that the way in which the work of pedagogical coordination, teaching and management work is organized, distances itself from the possibilities of dialogue. In this sense, we point to institutional actions that can contribute significantly to the development of a policy of continuous training in IFAL.