Gestão do coordenador pedagógico na formação continuada de professores dos anos iniciais do ensino fundamental na rede municipal de ensino de Dourados - MS (1996-2020)

Abstract

This Dissertation analyzes the management of the pedagogical coordinator in the continuing education of teachers in the early years of elementary school at the City Teaching Network of Dourados-MS. The central themes are: democratic management, pedagogical coordination and continuing education. The dissertation is linked to the “Education Policies and Management” Research Line, from the Postgraduate Program in Education (PPGEdu), Education College (FAED), Federal University of Grande Dourados (UFGD). The time frame of the research covered the years 1996 to 2020. The problematization was systematized in the question: "how is the management of the pedagogical coordinator carried out regarding the continuing education of teachers, according to the conception of the school’s individuals?". As a methodological contribution, through a qualitative approach, were used the fundamentals of bibliographic, documentary and field research. In the bibliographic review, the data were searched in the Scientific Electronic Library Online Database (Scielo), CAPES Dissertations and Theses Bank, Digital Library of Theses and Dissertations (BDTD) and the Red de Repositórios de Acesso Aberto a La Ciência (LA Referencia). Regarding to the documentary research, the corpus comprises LDB 9394/1996, Statutes of Job and Career Plans for the Public Ministry, the National Education Plan (2014-2024), the City Education Plan of Dourados (2015-2025) and the Political Pedagogical Projects of the schools participating in the research. The field research, through the application of a questionnaire in the online modality, had as participants: pedagogical coordinators, teachers. I concluded that among the school management team there is the pedagogical coordinator, a professional charged with duties. And among a list of assignments, such as organizing, planning, monitoring, diagnosing and evaluating the teaching-learning process, there is also the important assignment of “training”, in this case, “continuing teacher education”. It was possible to verify, based on the research participants' conception, that the continuing education of teachers, as an important action in the management of the pedagogical coordinator at the school occurs, however it still lacks a “Continuing Education Project” strengthened by the partnership with Universities and with support and advice from the City Department of Education. It is also noted that the relevance of the materialized study lies in the possibility of providing theoretical elements that try to contribute to the management of the pedagogical coordinator in the continuing education of teachers, always in the perspective of the democratic management of education.