O trabalho do coordenador pedagógico (professor-pedagogo) no período de iniciação: dilemas e dificuldades no Ensino Público Estadual de Ponta Grossa

Abstract

This research has the intencion to investigate the dilemmas and difficulties that permeate the work of the pedagogical coordinator (teacher-pedagogue) in his first years in the context of state public education in the city of Ponta Grossa. The specific research objectives were: to evidence the particularities that permeate the exercise of pedagogical coordination in its first five years. Also, analyze the perceptions of the coordinating teacher in relation to his experience in this position. The epistemological foundations of the research are based on the contributions of scholars such as Castoriadis (1985), Martins (1996), Papi (2011) and Thompson (1981). It was also constituted as theoretical reference the studies about the theme of the beginning teachers that subsidized the analyzes about the period of professional initiation in the pedagogical coordination, since there is practically no literature about the pedagogical coordination in the period of initiation. For this, the discussions made by Huberman (1995), Garcia (1999), Imbernón (1998) and Nóvoa (1995) will be used. The main concepts that deal with the pedagogical coordinator, their attributions, challenges, as well as what the literature says about the role of the pedagogical coordinator were resumed. In this sense, the discussions are based on contributions from Franco (2008), Domingues (2009), Pereira (2017), Placco; Almeida e Souza (2012) and Ribeiro (2016). The work was developed in a qualitative approach (BOGDAN; BIKLEN, 1994) and from a case study (ANDRÉ, 2005) in which 11 novice pedagogical coordinators with experience up to five years in this activity participated. It also involved a bibliographic study. Data were collected through semi-structured interviews and a free record book. The collected data were organized into analysis categories according to the highest frequency of the observed considerations. Data were analyzed through content analysis (BARDIN, 2004). It was identified that the main dilemmas and difficulties that permeate the work of beginning pedagogical coordinators are related to the organization of pedagogical work; the conflicting relationship with the school's faculty; the complex issues involving students and their families, and the issue of training for work in pedagogical coordination. Faced with such dilemmas and difficulties, the beginning pedagogical coordinator has acted in a limited and immediate way, facing the many factors that determine his performance in school. Still, there are times when alternatives are found by the subjects, as the coordinators seek to act beyond the determinations prioritizing the pedagogical dimension of their work. Thus, it is believed in the relevance of being periodically offered specific continuing education processes for the pedagogical coordinators in order to enable reflective movements that can collaborate with a greater understanding of the coordinator about his role in the school and its attributions.