Ação do coordenador pedagógico na formação permanente de professores: referenciais freireanos

Abstract

This research analyzes the role of the Pedagogical Coordinator in private schools, considering the permanent training of teachers. The study carried out, based on Paulo Freire's referential, made it possible to demonstrate that the Freirean pedagogy, in which the categories dialogue, reading of reality, critical reflection on practice, autonomy and transformation stand out, allows to propose collective and liberating practices, whether in the teacher training actions, as in other activities of the pedagogical coordinator at school. The work methodology consisted of applying a questionnaire with open questions to the coordinators of the selected schools. Data analysis was performed according to the aforementioned categories of Freirean thought. The research results reaffirm that the role of the Pedagogical Coordinator is primarily the ongoing training of the faculty, at the same time that he acts as an articulator of multiple school actions. It was important to highlight the relationship of trust to be established between the Pedagogical Coordinator and the faculty, always seeking to value the team involved and the need to be aware of the conditions so that the challenges that present themselves in daily life can be overcome