A atuação da coordenação pedagógica na formação continuada de professores: um experimento didático-formativo em língua portuguesa nas turmas do 9º ano do ensino fundamental

Abstract

This dissertation was linked to the line of research Theories of Education and Pedagogical Processes, of the Postgraduate Program in Education at PUC Goiás. In this, the theme was the role of the Pedagogical Coordination (CP) in the continued training of teachers, through monitoring a didactic-training experiment in Portuguese, in the 9th year of Elementary School classes at a State College in Goiânia. The present study was motivated by the question: is it possible for the Pedagogical Coordination to collaborate with teachers in the classroom, in order to suggest and monitor forms of didactic intervention that act to consolidate learning, thereby contributing to better school performance from the students? The parallel questions were the following: what is the training potential of the didactic experiment so that it becomes an essential element of continuing education actions? Can the procedures indicated in the didactictraining experiment, deduced from Developmental Didactics, constitute a systematic activity in the work of teachers? Based on these questions, the following general objective was formulated: to contribute to the characterization of one of the duties of the pedagogical coordinator at school, that of continued training, in the form of assistance and pedagogical support to teachers in the classroom, through an experiment didactic-training based on the Theory of Developmental Teaching. To this end, qualitative, exploratory research was used. methodological approach was the historical-dialectic materialist, having as theoretical contribution the Historical-Cultural Theory in Vygotsky and the Theory of Developmental Teaching from the perspective of Davydov, in addition to other authors such as, and other theorists who approach the theory such as: Chaiklin, Elkonin, Márkova, Libâneo, Freitas, Silva and others. To collect data, bibliographic and field research was used. The first searched for existing productions on the activities of the Pedagogical Coordination, continued training at school on the concepts of Developmental Teaching Theory, didactic-training experiments and teaching the Portuguese Language. The second consisted of carrying out and monitoring a didactic-training experiment in Portuguese, at a public elementary school, with the procedures being observation of the room through written records and video recording, questionnaires and interviews. Among the research findings, the following stood out: a) Pedagogical Coordination, in public schools, is characterized by an accumulation of bureaucratic duties, with little space for pedagogical-didactic activities with teachers; b) the didactic-training experiment proved to be effective in mobilizing students to study; c) the didactic-training experiment stood out as an important strategy in continuing teacher training actions; d) the research showed that the promotion of pedagogical assistance in the classroom requires that the responsibilities of pedagogical coordinators be redefined, in order to ensure time for planning training actions, monitoring and analyzing the work carried out in the classroom; e) the same is required of teachers, f) the perception by students, regarding the presence of coordinators with teachers, makes them more interested and participative in classes. The importance of continued training was also highlighted in relation to the subsidies of Developmental Didactics and the procedures for carrying out the didactic-training experiment