A atuação do coordenador pedagógico na implementação do novo ensino médio na rede estadual de ensino de Dourados-MS

Abstract

The master’s Dissertation is part of the “Education Policies and Management” Research Line of the Graduate Program in Education at the Faculty of Education of the Federal University of Grande Dourados (PPGEdu/FAED/UFGD) and is linked to a broader study entitled “The High School Reform with Law No. 13.415/2017: paths of implementation in the state and federal High School networks of Mato Grosso do Sul.” It intersects these two themes. The general objective is to analyze the role of the pedagogical coordinator in the process of implementing the New High School (NEM) in the State Education Network, focusing on schools located in the Municipality of Dourados, in the state of Mato Grosso do Sul. The research object is the role of the pedagogical coordinator in the New High School, covering the period from 2017 to 2022. The methodology adopted is a qualitative approach, involving bibliographic, documentary, and field research. The social relevance of the Dissertation is based on two points: the scarcity of studies on the role of the pedagogical coordinator in the New High School; and its aim to contribute to the training and qualification of these professionals, understanding their role in managing the High School reform. The statements highlighted the challenges faced by this professional in their daily routine, as much of their time is consumed in organizing bureaucratic issues that do not align with their responsibilities. As a result, the coordinator becomes a school manager, managing all processes to meet administrative and increasingly fewer pedagogical demands. The coordinator is urged to maintain a democratic stance, promoting participatory management. However, the question arises as to how to demand this stance in the face of implementing a reform introduced without proper debate with society. This creates another challenge for the pedagogical coordinator, who finds themselves mediating a process permeated by controversies and uncertainties. The answer to the guiding question shows, through the analyses conducted in the research, that the pedagogical coordination plays an essential and multifaceted role in this educational transition process. Through the analysis of the collected information, it became evident that the pedagogical coordination assumes the responsibility of leading and facilitating the implementation of the curricular and methodological changes required by the New High School. Thus, the role of the pedagogical coordinator is vital to ensure that the guidelines of the New High School are effectively incorporated into the school routine, even in the face of adversities and resistance encountered.