Coordenação pedagógica: contribuições à formação docente em escolas da rede estadual no município de Picos-PI

• Ano de defesa: 2025
• Autor(a) principal: BEZERRA, André Ferreira
• Orientador(a): DUBLANTE, Carlos André Sousa
• Banca de defesa: DUBLANTE, Carlos André Sousa , BRITO, Antonia Edna , MORAIS, Joelson de Sousa , MELO, José Carlos de , MONTEIRO, Karla Bianca Freitas de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO E PRÁTICAS EDUCATIVAS - PPGEPE
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: coordenação pedagógica; formação docente; prática pedagógica; pedagogical coordination; teacher training; pedagogical practice.
• Área do conhecimento CNPq: Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6157

Pedagogical coordination has a professional trajectory with the potential to strengthen education through continuing education in schools. This research started from the following question-problem: what are the contributions of pedagogical coordinators in the face of the responsibility of conducting continuing education in schools? Thus, the work has as its object of study the contributions of pedagogical coordination in relation to teacher training in schools. The general objective is to analyze the contributions of pedagogical coordinators, having as a focus the responsibility for the continuing education of teachers in the state education network in the municipality of Picos - PI. Due to the relevance of the theme in order to understand the professionalization of coordination and to verify how continuing education takes place in schools, the discussion allowed the analysis of the pedagogical practice of this education professional. As a methodological focus, the work strives to meet the approach of historical-dialectical materialism, emphasizing the categories of Marx's method. Qualitative research was adopted, with semi-structured interviews conducted with four pedagogical coordinators from schools in the network as the data collection instrument. Bardin's content analysis (2016) was used to analyze the data, and we chose thematic categorization by structuring the statements into categories and subcategories. The data indicated that a pedagogical coordinator needs to not only organize and promote continuing education, but also become a facilitator of processes that involve both the pedagogical aspect and school management. This should be seen as a tool for ongoing professional development. From this, one possible way to overcome the challenges identified would be to implement more flexible training models that respect the teachers' time and realities.