A construção do lugar de coordenador pedagógico na educação infantil: entre o proposto e o vivido

Abstract

This research aimed to analyze the convergences and tensions regarding the duties of the position of the general Pedagogical Coordinator and the shift coordinator / Coordination Support at Sabinópolis Municipal School of Early Childhood Education. This task was performed in the light of the work performed by them and in contrast to the law 11.132 / 2018 that points out the competences of the role of the pedagogical coordinator within the Municipal Education Network of Belo Horizonte. Even understanding that this law stresses that the pedagogical coordinator has the competence to coordinate the management of teaching and learning processes, school evaluation, teacher training, school inclusion of students with disabilities and education for citizenship and cultures. However, the demand of daily school life submits the coordinator to develop fragmented, individual and solitary tasks. Letting your strategy of articulating an action plan with the school community turn into tactics that are restricted to solving everyday problems, which leads to discontinuous action without effective results. Based on theoretical contributions that supported the process of analysis of empirical data, relevant concepts were pointed out about the role and attributions of General Coordinator 1 and the shift coordinator/Support for Coordination cited by authors such as Araújo (2017), Santos (2015), Teixeira (2015) and legitimized the speech of teachers who worked and act in this role it was concluded that, from the daily action of the action of the General Pedagogical Coordinator and the shift coordinator/ Coordination Support can be understood that legitimate in these new positions have only part of what is cited in the present law 11.132 / 2018. Since, within this law, actions aren’t contemplated in which the pedagogical coordinator, with his formative role, is urged to clarify innumerable issues implicit in the school routine.