Finalidades educativas escolares e organização e gestão da escola: o posicionamento do coordenador pedagógico na perspectiva da teoria do ensino desenvolvimental

Abstract

This dissertation is linked to the Research Line Theories of Education and Pedagogical Processes, of the Graduate Program in Education at PUC Goiás. and the positioning of the pedagogical coordinator in the organizational context from the perspective of developmental teaching theory. The research was motivated by the question: How is the position of the pedagogical coordinator configured in the school's organization and management system in a vision of social and pedagogical quality of teaching, based on a given conception of school educational purposes? It was established as a general objective: to develop a study on the positioning of pedagogical coordination in the organizational structure of the school, from the perspective of developmental teaching and the studies of Mariane Hedegaard, considering school educational purposes aiming at social and pedagogical quality. From the general objective, the following specific objectives were formulated: to know and analyze the current conceptions of school organization and management; seek in current research the attributions of the Pedagogical Coordination and the difficulties found in the performance of these attributions; know and organize studies on the theory of developmental teaching and the theory of radical-local teaching, aiming to obtain contributions to a conception of organization and management of the school; propose attributions of the pedagogical coordinator within the organizational structure of the school from the perspective of developmental teaching, taking into account educational purposes aimed at social and pedagogical quality. For the investigation of the theme, a bibliographical research was carried out on the organization and management of schools, the attributions of the pedagogical coordinator and the theory of developmental teaching, including in this theory the contributions of the Danish researcher Mariane Hedegaard for understanding the role of institutional practices in learning and teacher and student development. This research showed that, although studies consulted highlight the importance of Pedagogical Coordination at school, there are few studies and researches that address the role of coordinators in relation to the educational function of organization and management practices in a developmental perspective. Furthermore, it confirmed the difficulties of the Pedagogical Coordination in fulfilling its proper pedagogical functions due to the accumulation of administrative and bureaucratic functions, distorting the identity of this profession. However, despite these adverse conditions, the study of the theory of developmental education, the theoretical contributions of Hedegaard and other socio-critical views about the organization and management of the school, made it possible to formulate indications about the creation and maintenance of the conditions and institutional means necessary for enhance student learning and development and the role of the Pedagogical Coordinator in this process