A escola como espaço privilegiado de formação pedagógica para o professor especialista: o papel do coordenador pedagógico

Abstract

Starting from the premises that the pedagogical coordinator has a fundamental role in the collaborative perspective of teacher training, being a key element for the development of continuous training, and that the school space becomes a privileged place for the development of these trainings, this research, with a qualitative approach, sought to investigate how the pedagogical coordinator plays his role as teacher educator. From the general objective, three specific objectives unfold: to identify the main attributions of the pedagogical coordinator, based on their perceptions; to identify how the determinations that come from Organs central and intermediary bodies on the attributions of the pedagogical coordinator interfere in their role as trainer; and to identify the pedagogical coordinator's perception and understanding of his role as a trainer of specialist teachers. To achieve these objectives, semi-structured interviews were used as a methodological procedure with four pedagogical coordinators who work in public schools in the final years of Elementary School and High School, of the São Paulo State Education Network. The theoretical framework was constituted from contributions by Imbernón (2010), Almeida (2019), Placco e Souza (2015b), Placco, Almeida e Souza (2015), Pereira (2021), Nóvoa (2017), Libâneo (2012) and Shulman (2005). Integrating the data obtained in the interviews with the legal contexts and relevant literature, the results showed that the pedagogical coordinators interviewed: assume as their main attribution of their function the training of specialist teachers, however, although they understand that this is their central role in the school, they identify some challenges when performing it: they attribute most of the challenges to the multiplicity of tasks they perform at school; they realize that in order to assume the role of teacher trainer, it is necessary to strengthen relationships with the group of teachers, getting to know them and dialoguing with their interests and needs; and highlight how much it is still necessary to weave a professional identity within the school, which still seems poorly consolidated both internally and externally. However, even in the face of so many challenges, the coordinators demonstrated the enormous potential of pedagogical coordination to contribute to the training of specialist teachers, showing that there is a lack of intentional actions on the part of the Education System that aim to strengthen this function