Coordenadores pedagógicos e professores de história: os significados de uma relação

Abstract

This work aims to investigate how is the relationship between pedagogical coordinators and History professors in Municipal Schools of Juiz de Fora. Seeking to contribute to possible ways to think about this relation, what doesn’t happen in many school situations, the choice is made to approach it from that it has positive. To do this, is chosen as a setting the school in which is established a partnership between the subject and is designed to work together. We try to understand what are the strategies deployed by the coordinator and the teacher to make this relationship happens positively. The topic researched makes sense the extent that there is a lack of academic research addressing the relationship between the pedagogical coordinator and History professors at school. This work permeates important issues to think about the Teaching of History in school, in view of which is presented in the light of the relevant points, as the little attention the reflections on the History taught receive in the process of training History teachers and the issue of autonomy of teachers in school these days, which is being lost at the expense of a culture of valuing ready materials. In addition, there is an effort to try to locate the student in the universe of the matter investigated, giving voice to the central subject of the educational process. These discussions are held from contributions of authors as Júlio Emílio Diniz-Pereira, Demerval Saviani, José Contreras and José Gimeno Sacristán. The research was conducted in the light of the perspective of the everyday, taking as reference authors Michael de Certau and Elsie Rockwell. This is an ethnographic survey in which was used as a strategy for data collection the monitoring of two projects developed by History professor in partnership with the pedagogical coordinator. In addition to observing classroom, was made a focus group with students, an interview with the History teacher and the pedagogical coordinator, besides individualized approaches to both. The results of this research indicate the relationship between coordinators and teachers of History as something possible that can be realized from the availability of individuals to put their knowledge into dialogue, in support of student learning. It could be observed also that working together enables the development of projects and activities that contribute to students engagement with learning History and the school itself, besides providing the existence of a more harmonious working climate in school, who just involving the school community.