Formação continuada do coordenador pedagógico da Rede Municipal de Ensino de Ponta Grossa (1990-2018): movimentos, possibilidades e limites

Abstract

It has been taken for study in the current research the continuing education of pedagogical coordinators. It aims at unveiling how this continuing education has been occurring to pedagogical coordinators in the Municipal Elementary School from Ponta Grossa, Paraná. As the objectives it is possible to mention: identifying the actions taken concerning the continuing education of pedagogical coordinators; analyzing the possibilities and limits of continuing education regarding the achievement of the pedagogical work. The research starts from questions that emerge from practical work, taking into account the complexity of such work and the necessity for a continuing education, thus, the main question is to know how the continuing education has been happening in the Municipal Elementary School from Ponta Grossa concerning the pedagogical coordinator. The epistemological axis taken to guide this search is theory as practical expression (MARTINS, 1998) and the concepts of producing and distributing knowledge, expatiated on by Santos (1984). Accordingly, it has been asked whether the education starts from the coordinators practices and whether the formation is defined in the producing and distributing knowledge field. This is a qualitative research and the data has been collect by documents and semi-structured interview. The interviewed were ten pedagogical coordinators and eight education professionals, which worked for the Municipal Department of Education. Authors such as Pinto (2011), Kuenzer (2007), Placco (2012), Osolon (2002) and others have been used to base the initial formation and the role of the pedagogical coordinator. The concept of continuing education was substantiated by author such as Camilo Cunha (2015), Marcelo (1999), Mizukami (et al., 2002), Nóvoa (1995), Demailly (1995), Formosinho (2009), Imbernón (2011), with higher relevance for Martins (2006) that defines four moments for the continuing education, starting with the description of the practical work; the explanation of the practical work mediated by education trends; the comprehension of the pedagogical practice in totality and the collective elaboration of alternative suggestions (MARTINS, 2006). The results point that continuing education is related to events that occur in a national scale, and related to current perspectives, showing that the conception of formation reflects on pedagogical work. It has been identified the limits regarding the formation of coordinators beginning in their work; to defining the role of the coordinator, acting as a trainer; in different areas of knowledge; to exchanging experiences; to planning; to results; to the school necessities. It has been identified that the continuing education serves more for particular interests and not the production and systematization of knowledge.