Rompendo barreiras : a atuação do coordenador pedagógico e seu papel junto aos docentes do EJA

• Ano de defesa: 2014
• Autor(a) principal: Ribeiro, Renato Antônio
• Orientador(a): Abreu, Sandra Elaine Aires
• Banca de defesa: Abreu, Sandra Elaine Aires de, Pinheiro, Veralúcia, Rodrigues, Maria Emília de Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
• Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
• País: Brasil
• Palavras-chave em Português: EJA -Educação de Jovens e Adultos; Coordenação pedagógica; Formação continuada; Continuing formation
• Palavras-chave em Inglês: EJA program - Youth and adults; Pedagogical coordinator
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/857

This study discusses the role of the pedagogical coordinator and his role with the theachers of adult and youth education (EJA), taking as object of analysis a school in the city of Anápolis that administers exclusively this teaching modality. The general objective is to reflect on the role of the Pedagogical Coordinator on continuing education/in-Office of the teachers of the EJA. The adopted methodology, qualitative approach, involved, in addition to theoretical study, conducting interview with pedagogical School unit coordinators, as well as everyday observation and analysis of reports prepared by the coordinators. The study shows that one of the primary functions of the pedagogical coordinator is to promote the continuing education/exercise of teachers, in addition to guiding and monitoring all educational activities developed at school, putting into practice what is proposed in the pedagogical political project. In the context of the EJA, this formation is made all the more necessary in view of the specific nature of its target audience, which demand a pedagogical differentiated attendance. The research data show a series of barriers to performance of pedagogical coordinator in the EJA, among which stand out: work overload, involvement of coordinators with bureaucratic issues to the detriment of the pedagogical functions, ignorance, on the part of the coordinators, than is the continuing teacher training/exercise. The factor "time" or lack thereof is pointed to by the coordinators as the major obstacle to the performance of the pedagogical coordinator as an agent of teacher's continuing education in exercise, including dissatisfaction from them on the work performed. On the other hand, other factors contribute to what other secondary issues are taken as a priority, at the expense of the essential function of the Coordinator related to teacher training in exercise.