Coordenação pedagógica: entre o desejado e o vivido

Abstract

The central question of this research is to understand how teachers who work in thirteen schools of Municipal School of Juiz de Fora, perceive the performance of Pedagogical Coordination (CP) in their respective schools, prioritizing those working in the early years of elementary school. The general objective of this study is to investigate, map and analyze the actions of pedagogical coordination from the perspective of teachers. The specific objectives are to investigate and pinpoint the pedagogical demands of teachers in relation to the action of CP; map out, from what teachers say, the daily actions of CP in schools, pointing to what activities the CP devotes most of his time working; indicate the possible barriers in the action of CP, obtained through what teachers say. The theoretical and methodological discussion was based on authors who have been dedicated to this topic and assignments of CP defined by municipal law. The schools surveyed were selected by the criterion of IDEB index (Development of Basic Education), obtained in 2011. Thus, two schools of each of the seven regions of the city were selected considering the zoning made by the Department of Education (SE), respectively, the schools that reached the highest and lowest index in the early years of elementary school. In the first stage of this research the methodological tools for data collection were self-administered questionnaires for sixty-one teachers who work in early years of elementary education schools, previously selected by the criterion described above, which when called were willing to cooperate as subjects of the present research. In the second stage of this research work, nine individual interviews with a teacher representative from each of the nine school units were carried out, among the thirteen schools participating in the research. The emphasis of this work is the action the CP in the leadership and coordination of reflective actions that enable the transformation of teaching practice in schools in the municipal schools of Juiz de Fora. The teachers point the excess of functions of CP and lack of time as the main barriers to meet their demands of increased support the pedagogical work.