O trabalho do/a coordenador/a pedagógico/a na formação de professores/as nas pesquisas científicas: contribuições de Paulo Freire

Abstract

This research investigates the work of the pedagogical coordinator training teachers in elementary education, Junior High, as portrayed in scientific studies within the context of Brazilian public schools. The theme arose from the researcher's professional experiences, combined with the results of a literature review on the same subject, which highlighted the need

for a study based on the theoretical framework and the philosophical, pedagogical, and ethical- ontoepistemological principles of Paulo Freire. This research is characterized by its purpose as

an argumentative dissertation (Salvador, 1981), bibliographical regarding methodological procedures (Salvador, 1981; Gil, 2002; Lima, Mioto, 2007), with a qualitative approach seeking a deep and contextualized understanding of the subject (Minayo, 2021) and exploratory in nature according to its objectives (Gil, 2002). The research problem focused on answering: Do dissertations and theses depict the formative work carried out by pedagogical coordinators in the context of state public schools in the Junior High elementary education in Brazil, and is it possible to identify contributions from Freirean pedagogy to the work of pedagogical coordinators in teacher training with a focus on the school setting? Based on these inquiries, the general objective was outlined: to analyze the teacher training work carried out by pedagogical coordinators described in dissertations and theses and the potential contributions of Paulo Freire's progressive pedagogy. The specific objectives were: (a) to present the pedagogical coordinator as a teacher trainer with a focus on the school setting; (b) to characterize the teacher training work carried out by pedagogical coordinators in public schools of the second stage of elementary education, as identified in dissertations and theses published in Brazil from 2019 to 2022; (c) to understand ongoing teacher training and the Formation Groups proposed by Paulo Freire. As scientific data for the research, the works "Education in the City" (Freire, 1995) and "Human Rights and Liberating Education: Democratic Management of Public Education in the City of São Paulo" (Freire, 2021f) were considered, along with a related corpus of 8 master's dissertations and 1 doctoral thesis in which Content Analysis techniques proposed by Bardin (2021) were used for pre-analysis, material exploration, treatment, and inferences. From the set of analyses, it is noted that the theme is underexplored, and there are gaps and possibilities for investigation such as: the work of the pedagogical coordinator as a trainer in the school context and their difficulties, limitations, and constitutive impacts; the precariousness of formative moments in educational institutions; teacher training based on Freirean principles and epistemology with the school as the focus; the construction and organization of training carried out at school; the formative work carried out by coordinators with specialist and novice teachers. With the conducted research, the school is considered an ideal setting for formative moments in which the pedagogical coordinator plays an important and fundamental role as a teacher trainer in the school context, aiming to impact teaching and learning processes, teacher autonomy, and teaching quality.