O movimento interativo entre coordenação pedagógica e professoras no contexto escolar : educação em diálogo

Abstract

Knowledge about pedagogical coordination, an identity under construction, in a very recent, temporal and functional framework, is born and grown, developing in a perspective interspersed with false democratic discourse, but human development is constituted by culture and relationships established with people around us. Within an educational sphere in which dialogue and listening to each other are interconnected, we recall the conviction that the only possibility for education is assumed through dialogicity, alterity and connectivity. Connectivity, as defined by Freire, is a theoretical/practical connection, as well as face-to-face, dissociated relational connection, distinct from the idea of technological connectivity. The research problem was based on how the connectivity, dialogicity and alterity between pedagogical coordination and teachers are established in the formative process during the hours of collective pedagogical work. I highlight the interactive movement between educational actors in the core of writing, presented as units of analysis: connectivity, dialogicity and alterity. The general objective of this study was to analyze how the interaction between pedagogical coordinators and teachers in the formative process is established during the hours of collective pedagogical work, in order to ensure the formative orientation that characterizes the role of coordination in the school context of a municipal school in Rondonópolis, Brazil. Therefore, it was necessary to investigate if there was connectivity in the performance of the pedagogical coordinator, understand how teachers participated and conceived the work of the pedagogical coordinator, and explain/discuss the interaction process. The research method was the dialectic, from the Freirian perspective, with a qualitative approach. The methodological procedures for the investigation were observation, document analysis, training memorials and semi-structured interviews, as well as the instruments for data production were the field diary, the narratives of the training memorials, the transcripts of the interviews and the official school documents. Two pedagogical coordinators and four teachers participated in the research. The main theoretical references were Freire, Junior Silva, Dussel, Konder, Libane, Mafra, Lüdke, and André. The data analysis evidenced the pedagogical coordinator as a catalyst character in the daily relations between his peers in school, through dialogue and listening, in a dialectical process problematizing the subjective conceptions of each actor involved in the collectivity, to position themselves more critically in front of reality and set out to seek joint, supportive, humanized solutions. It was also possible to prove, from the testimonies of the research participants, that the interaction only happens if there is agreement between the subjects, that is, the connection established will depend on the posture of alterity that constitutes this movement, mediated by dialogue. The research provides the reader with reflections based on an ontological approach, with which it can be affirmed that the human being is a connective being in their reason for being. Freire's thinking enables this view, because education in Freire is an act of communication, so dialogue and listening are central to the educational process.