Coordenação pedagógica : o ressignificar da função para qualificar o ensino na rede municipal de São Sepé/RS.

Abstract

The pedagogical coordination function reframing of the professors that develop this role in basic ducation schools of Municipal Education System of São Sepé, Rio Grande do Sul, was the critical reflective report basis of Education Professional Master’s Degree at UNIPAMPA – Jaguarão/RS. In the intervention context diagnosis were identified, in these subjects work routines, disjointed activities, different than the provided in the School Regiments and far away from theoretical foundations that address the issue of pedagogical coordination. Therefore, the contribution to reframe and to restructure the pedagogical oordinators practice in these schools is the project’s main objective. Among the authors who address the subject stand out Libâneo (2011/2013) who proposes paths that may favor the school’s organizational culture construction and Placco and Almeida (2008) who guides for preventive actions take part of the pedagogical coordinator’s routine. The project’s methodological approach was sustained in the assumptions of the pedagogical intervention type of research based on Damiani (2012). The research instruments used were observations participants, semi-structured interviews with the pedagogical coordinator participants and the content analysis of the speeches were based in Moraes (1999). From these instruments analysis that supported the content diagnostic, I concluded that would be important to develop an intervention project whose action plan would direct the creation of spaces and opportunities for pedagogical coordinators to reflect critically about their work routines, realizing the need of reframe them coherently with the described in school’s official documents. The intervention was structured in the planning and spaces construction of specific continuing education to the coordinators, developing strategies to reach the main objective of intervention. Building this space, we realize, through the interaction between different knowledge and practices of the involved subjects, there were significant advancement in the limits understanding and pedagogical coordinator’s role possibilities. Throughout the intervention achievement, the participants were evaluating the actions that, in those actions they have expressed the importance of education spaces for pedagogical coordinators specifically, realize that these moments contributed, among other aspects, as a suitable development support to their practices. From the meeting detailed description, the speeches of participants, as well as the analysis of their evaluations about the proposed meetings was possible to see that the intervention has contributed to the reframing of the role, providing opportunities to the permanence of specific continuing education to the pedagogical coordinators that, until then, was nonexistent in Municipal Education System São Sepé/RS.