A coordenação pedagógica e a formação docente: a ótica do professor da educação da educação profissional

Abstract

The present work, whose main objective is to analyze how professional education teachers conceive pedagogical coordination for their training and their performance in professional education, also aims to discuss this training in this teaching modality , seeking, in turn, to know the history, training, function and responsibilities of pedagogical coordination, in addition to discovering, in the voices of teaching subjects, the influence of pedagogical coordination on the work of teaching in Education Professional. As we see in the current context of discussions on professional training, we commonly encounter multiple questions and discussions such as new skills for teaching, initial and continuing training, education for work, comprehensive training, among others, discussed between and within the school community, with the coordinator – as one of the articulators of the educational process – creating and animating debates on education and its relationship with society, often acting as mediator of educational training at school. This performance led us to reflect on the way in which educational coordination has been inserted into professional training and on the guidelines that exist on this subject for this type of teaching, focusing on the educational network of Rio Grande do Norte. The research is exploratory, qualitative, with bibliographical review, whose data collection took place through semi-structured interviews with 06 (six) teachers and 03 (three) coordinators who work and/or teach subjects in professional courses of 03 (three) Professional Status. Education Centers (CEEP): CEEP Professor Djanira Brasilino de Souza (located in the municipality of Natal); CEEP professor Hélio Xavier de Vasconcelos (municipality of Extremoz) and CEEP professor Lourdinha Guerra (municipality of Parnamirim). Data analysis was carried out according to the framework and technique of Discursive Textual Analysis (DTA), by Moraes and Galiazzi (2016), with theoretical support from Ghedin (2009), Moura (2014), Tardif (2014), Machado (2015), Paiva and Henrique (2017), Aranha (2019), Coutinho and Silva (2022), among others. At the end of this work, it became evident that from an educational point of view, pedagogical coordination is conceived as important and fundamental for training and practice in daily school life, because it is an action of supervision and guidance, assistance, promotion of stimulation through mediation, in particular, when it is inserted in the field of Professional education, considering that, within the framework of the responsibilities and skills of the educational coordinator, its specificity lies in the formative educational area, which, in turn, arouses the action of reflecting on action, acting on reflection, new actions and new reflections aimed at achieving possible change in the teaching and learning process; especially, given the challenges imposed on professional education. Therefore, if it is based on the foundations that include work as an educational principle, omnilaterality and polytechnics, it will be equipped with the possibility of a global and emancipatory training.