A coordenação pedagógica e os desafios das práticas educativas nas escolas públicas do município de Santo Antônio do Leste – MT

Abstract

This research was developed within the Master Degree Program in Education from the Federal University of Mato Grosso’s Social and Human Sciences’ Institute. The central question of this investigation is: What are the challenges of a pedagogical coordinator to mediate pedagogical practices in public schools of Santo Antônio do Leste in Mato Grosso? This research aims to investigate the pedagogical coordination’s acts in school contexts reflecting about the challenges faced by the pedagogical coordinator to mediate pedagogical practices. Besides, it also reflects about the role, the function and the pedagogical practices of a coordinator in a school context. This investigation was developed with three coordinators who work at two public schools in Santo Antônio do Leste, a small town from the northeast of Mato Grosso. Its methodology is based on a dialectic perspective of the qualitative approach sustained by theorists such as Freire (1978; 1999), Gadotti (1998; 2010), Preti (2001), Bogdan e Biklen (1994), Paro (2008), Triviños (1992), André e Veiga (2010), Magalhães (2014), Carvalho (2005; 2008), Libâneo (2003), Ferreira (2007), Franco (2008), Contreras (2002), Lima (2001; 2008), Vieira (1995), Saviani (2003), Veiga (1995; 2003), Domingues (2014), Gomes (2017) and others. Such theorists help us to understand the dialectic movement inside and outside school context within the (re) construction process of a pedagogical practice toward an emancipatory and human education. During the inquiry, the reflections and analysis showed a strait relationship among knowledge, interpersonal relationship and the pedagogical practices of the research’s participants which characterizes a separation from the educational project. Thus, the investigation showed the need to rethink the regulations and actions which rules the interviewed coordinators’ work and their pedagogical practices.