As coordenadoras pedagógicas das escolas municipais de educação infantil do municipio de Jaguarão/RS: reflexões para a construção de uma política de desenvolvimento profissional

Abstract

This reflective-critical report has as its guiding question what are the challenges and possibilities for the construction of a development policy for pedagogical coordinators of EMEI's in the municipality of Jaguarão/RS? Based on Santos, Holanda, and Andrade (2020), the coordinator is responsible for promoting spaces for training and reflection on the pedagogical practice with their teachers, thus contributing to the professional development described by Doris and Powaczuk (2017) as a continuous and permanent formative process that continues throughout the practice of these professionals. The methodology is presented as an intervention research of qualitative nature, as a methodological instrument we used the conversation circle with the seven coordinators of municipal schools of early childhood education that occurred in four meetings. Texts were read and discussed, writing in a reflective journal as a movement of individual reflection to later become a reflection with the group, and the participation of the pedagogical coordinator of Alegrete/RS, which meet the research problem. Four categories emerged from the transcriptions of the narratives brought forth by the conversation rounds: the problems faced by pedagogical coordinators in management, based on several elements that range from the organization and systematization of school routines to the way coordinators operate to develop their work; the difficulties with holding pedagogical meetings centered on school routines, the absence of these as a privileged space for training and reflection on pedagogical practice; The fact that they do not identify themselves as pedagogical coordinators but rather as school directors is due to the fact that they exercise very little or no pedagogical functions directed to the formation of their teachers; and finally the need for a professional to help with bureaucratic issues. As findings of this study, we highlight the need for the Municipal Secretariat of Education to promote a space for training among the pedagogical coordinators of the EMEI's. They need to recognize themselves in their functions so that they can then play one of their most relevant roles, which is to articulate spaces for dialogue and reflection with their teachers, thus building a joint effort in children's institutions. As a result of this study, a document was produced that will be sent to the Secretary of Education with suggestions for the construction of a professional development policy for coordinators. In this document there are the gaps in Early Childhood Education found by the intervention research, which are the lack of a management team, the lack of training among coordinators, the lack of pedagogical meetings in the school context, and the need to offer a specific management course for teachers who will work as pedagogical coordinators at the EMEIs. A collective construction is sought in favor of improving the quality of Early Childhood Education, a political and pedagogical quality.