O coordenador escolar e a formação continuada de professores nas escolas de ensino médio da crede Jaguaribe-CE: limites e potencialidades

Abstract

This work was developed under the scope of the Professional Master in Management and Evaluation of Public Education from the Center for Public Policies and Education Evaluation (CAEd) at the Federal University of Juiz de Fora (UFJF). The management case studied discussed the role of the instructional coordinator in high schools of the Regional Coordination of Education Development (CREDE) 11, which includes seven municipalities and is headquartered in Jaguaribe - Ceará. The objectives defined for this study were to analyze the extent to which the profile of the instructional coordinators of Ceará educational system working in CREDE 11 is adjusted to the activities that should be developed in the school, with emphasis on teacher training, as well as to elaborate an Educational Action Plan (PAE). The methodology used in this work was divided into two periods: at first, of exploratory nature, some documentary analyzes; interviews with professionals linked to CREDE and the Ceará State Department of Education (SEDUC) were carried out to collect information on state legislation regarding coordination; and questionnaires were applied to the coordinators to draw up the coordination design developed in CREDE 11. In the second moment, a questionnaire was applied to the teachers of two regional schools, aiming to identify how their relationship with their coordinators in the school setting was given. In addition, a focal group was conducted with coordinators from six schools among those who answered the profile questionnaire and who stated that they were able to develop continuing teacher training in order to know the strategies used, since some schools in similar conditions could not successfully do so. The results obtained from the research indicate that the regional coordinators face great difficulties in establishing themselves as teachers' trainers, mainly because there is a number of other daily tasks that are necessary and require them an immediate response; with this, they end up distancing themselves from their formative mission with the teachers of their schools. Another factor that influences this scenario is the absence of state directives that regulate the attributions to be exercised by the coordinators, which implies in a conflict of identity of the professionals with their duties. Therefore, it is necessary that CREDE and SEDUC put coordination into the agenda of their discussions and begin to think about ways they can act to reinforce one of the most important functions in the school environment. To this end, an Educational Action Plan was proposed in which there is a set of actions that will help CREDE/SEDUC more clearly define the competencies of school coordinators within their jurisdiction. The actions of the PAE will also strengthen the performance of coordination, because they suggest a structured training course aimed at the professionals, which should impact the training they develop with their teachers, and therefore in the lessons taught and in the learning outcomes of the school.