O coordenador pedagógico iniciante e a prática de registro dos professores

Abstract

This research intends to discuss the formation of the pedagogical coordinator who is beginning their career and its relation with the practice of teachers' records. In this way, recognizing the records as learning mechanisms is essential, because through them pedagogical practices are revealed, enabling the reflective practice of their actions in the school. The main objective of this research is to identify whether pedagogical coordinators at the beginning of their career use their records to encourage personal pedagogical practice. The specific objectives are to identify if and how pedagogical coordinators at the beginning of their career prepare their records; to identify the difficulties of these pedagogical coordinators in relation to the possibilities of learning in context about the feedback on the records and; build notes that contribute to the formation and practice of the pedagogical coordinator at the beginning of their career in relation to working with the records with the teachers. The qualitative research bases the methodological procedure on the narrative interview with five pedagogical coordinators at the beginning of their career, who work in Early Childhood Education in the Regional Board of Butantã, Municipal Secretary of Education of the city of São Paulo. The theoretical framework was based on the concepts of teacher education, education of the pedagogical coordinator, pedagogical record and professional insertion, using as reference: Imbernón (2011), Marcelo Garcia (1999), André (2016), Tardif (2004), Weffort (2011), Warschauer (1993), Pinazza and Fochi (2018), Dahlberg, Moss and Pence (2003), Rinaldi (2012), Huberman (1995), Almeida (2015) and Placco and Souza (2018; 2019). Data analysis was carried out in light of Ricoeur's (1996) interpretive-comprehensive theory and Ferrarotti's idea of particularity and subject (1988). The narrative interview made it possible to give voice and opportunity to people who are often made invisible, in addition to ensuring an approximation with the research participants, since it brought uniqueness to the narrated experiences, which revealed the difficulties and learning in this challenging period that is the beginning of a career assuming a new role. Through the analysis of collected data, it was possible to verity that teacher education helps the work as a pedagogical coordinator, but it alone does not guarantee the effectiveness of their actions, requiring a qualitative education that takes into account the particularities of each professional, as well as the social and economic contexts of the people involved