Formação continuada de professores na escola e o papel da coordenação pedagógica: um estudo na perspectiva da teoria do ensino desenvolvimental

Abstract

The present study has as its theme the continuing education of teachers in the work situation, highlighting the role of the pedagogical coordination in this aspect of teacher education. Two assumptions were made, the first, that teachers need to permanently improve the professional knowledge necessary for the teaching-learning process, especially those aimed atTwo assumptions were made, the first, that teachers need to permanently improve the professional knowledge necessary for the teaching-learning process, especially those aimed at Two assumptions were made, the first, that teachers need to permanently improve the professional knowledge necessary for the teaching-learning process, especially those aimed at carrying out the teaching-learning process; the second, that the provision of conditions for carrying out this improvement is the responsibility of the Pedagogical Coordination. The basic question posed to the research was to ask whether continuing education actions, conducted by the Pedagogical Coordination aimed at pedagogical assistance to teachers, especially in the classroom, can contribute to a better development of teaching and, therefore, more effective learning by students. It was established as a general objective to know and analyze concepts and characteristics of continuing education, at school and the role of the pedagogical coordination in providing conditions and actions related to this training, especially with regard to pedagogical-didactic assistance to teachers in the classroom. And as specific objectives: a) Search in research understandings about the definition and characterization of continuing education at school; b) Contrast different views of academic research on the functions of pedagogical coordination, especially regarding actions aimed at pedagogical-didactic assistance to teachers in the classroom; c) Bring contributions from the theory of developmental teaching to the pedagogical performance of the Pedagogical Coordination in the field of didactics, as a proposal to improve the teachinglearning process. For this study, an exploratory bibliographic research was carried out, using the historical-dialectical materialism as a reference, as it was perceived as the most viable method for data analysis. In this research, theoretical and empirical studies on continuing education and the professional attributions of the Pedagogical Coordination were used, especially in relation to continuing education. Searches were made on the CAPES journal portal and on the BDTD database. At the end of this study, we can point out our main findings. First, the literature search showed, between the conceptualizations and characteristics of conceptualized training, the one that understands it as centered on the pedagogical-didactic aspects of the teacher's work, aiming at the improvement of actions aimed at improving the pedagogical-didactic work of teachers in the classroom. Second, although studies consulted highlight the role of the Pedagogical Coordinator in continuing education, the empirical research consulted showed that it is not common in schools the occurrence of actions of this nature, among other reasons by gaps in professional training and attribution to the Pedagogical Coordinator of bureaucratic functions, diverting him from his original attributions. Third, research has shown, equally, the imperative need for a closer link between Pedagogical Coordination and the role of teachers in the teaching-learning process, as a guarantee of better results in learning of the students Fourth, given these findings, the theory of developmental teaching was presented as a possibility to provide theoretical and practical elements to help pedagogical coordinators to promote direct pedagogical-didactic assistance to teachers in the classroom