Coordenação pedagógica: promover a formação continuada e mediar a prática pedagógica

Abstract

The current work is an exploratory bibliographical study. A characteristic literature review aimed at highlighting and reaffirming the importance of the work of pedagogical coordination, fulfilling the proposal to update the state of the art on the attributions, facets and impacts of pedagogical coordination, in the relationship between subjects, in the context of school teaching and learning. For this purpose, the CAPES database comprehended in the five-year period between 2020 and 2024 of publications was used, to survey the basic bibliographic reference sources. These were freely accessible dissertations, located using the search markers "Pedagogical coordination", "Early years" and "Pedagogical practice". The terms with the highest incidence in these studies were isolated, analyzed and contrasted. The guiding question of the employed science is: "How does development of the work of pedagogical coordination happens in the ambit of continuing education and pedagogical practice in dissertations from the last five years?". Its data collection was guided by the general objective of "To comprehend how the work of pedagogical coordination is developed in the context of continuing education and pedagogical practice, in dissertations from the last five years". And its verification stages are included in the Specific objectives: To understand the historical construction of the role of pedagogical coordination; To critically present teacher’s formation and the organizational models of interdisciplinary and multidisciplinary planning; and, To analyze the happening and the consequences of the pedagogical coordination work alongside the work of the teaching staff. They are dismembered into defense chapters that endorse the main points raised by the analyzed bibliography. It concludes with findings about the current Brazilian educational scenario regarding the initial and continuing formation of teachers and teacher coordinators in contrast to practice in the school environment, highlighting the main challenges faced by pedagogical coordinators, and with the defense of overcoming the adversities arising from both strands in order to achieve a collective and multi-referential pedagogical practice, covered by contextualized and associative learning, in Brazilian educational institutions.