Papel da coordenação pedagógica na relação com o professor(a) da educação infantil

Abstract

This research presents studies carried out within the educational space, enabling a general analysis of pedagogical coordination and its role in the educational context, also bringing the importance of continuing education in early childhood education, as a tool of knowledge and new learning, since One must consider the effectiveness of know-how in the classroom. In this sense, our general objective is to analyze the role of pedagogical coordination in the continuing education of teachers in early childhood education. And the specific objectives, to analyze the contributions and the participation of the pedagogical coordination on the continuous formation in the kindergarten; investigate the studies of pedagogical coordination in Brazil; to analyze how the pedagogical coordinator's routine should be organized, to implement the pedagogical actions that contribute to the child's development. The discussions presented here emerge from the educational action in the Pedagogical Coordination, bringing reflections on the practice, historicity and its profile, thus leading to the field of research and knowledge to early childhood teaching, which brings notes that manage the practice. teacher, given that the pedagogical didactics is entirely focused on the integral development of the child in its physical, psychological and motor aspects. Thus, it is necessary to discuss and know the functions of the Pedagogical Coordinator, as well as his participation with the faculty, in addition to this objective also emphasize continuing education, because it is important that the Pedagogical Coordinator has theoretical support that supports their joint action with the teacher and the whole school community. The analysis is a theoretical bibliographical study of qualitative nature, it is also a field research in a municipal school, in which it was sought to know how the practice of coordination in the school with the teachers. The research is anchored in studies on education, pedagogical coordination, early childhood education and teaching, so this research was based on the following authors: Amado; Gouveia; Monteiro; Inoue (2012), Ariés (1981), Barbosa (2010), Caldas; Macedo (2015), Gadotti (1998), Imbernón (2010), Libane (1945), Luck (2009) Novoa (1995), Perrenoud (2014), Venas (2012) and others. The results are explicit in a theoretical review based on articles, bibliographic sources and legislation, linked to the context of the presented theme, understanding that the coordinator is a professional that triggers the pedagogical activities, so the work needs to be based on a collaborative dynamic where everyone is aware of. your role within the school.