Coordenação pedagógica no processo de construção do trabalho coletivo

Abstract

The project at hand has as objective to investigate how the pedagogic coordination could contribute to the constitution of collective work in the context of the Municipal School Professor Amílcar Martins, of the Municipal Teaching Newt work of Belo Horizonte (RMEBH). Therefore, it was necessary to describe how the teachers group of this school conceived the function of pedagogic coordinator, aiming to establish bonds between the instituted (by the official documents) and the institute (which is lived on the daily tasks of the function). Also, it’s important to identify, from the teacher’s point of view, what is it and how it fits the authority of the educator who works in the pedagogic coordination function and what are the aspects that contribute and the aspects that harm the consolidation of this function. And finally, to analyze the real possibilities that the group of teachers from this educational institution points, like ways to minimize the authoritarianism, expanding the teachers’ authority that act in the function of pedagogic coordinator and making the construction of the collective work possible. The research was held in partnership with a diversified group of school professionals, counting with ex-coordinators and even people that don’t intend to take over this role at any point of their career. Four people were interviewed, all female, aged from 37 to 52 years old. From the four, three are pedagogues, concursed for the role of teacher of 1 st and 2 nd periods, and a math specialist teacher (3 rd. period). The teachers claim that the so wanted “profile” isn’t enough, but a process of identity construction with the pedagogic coordination which, among other factors, take time and engagement from who acts at this role. It is necessary, therefore, a maturation time. They still pointed their visions about the pedagogic coordinator position and evidenced aspects which are necessary for the coordinators and which reveal the intrinsic complexities of the role. The coordination job becomes a complex and challenging job, articulated with the administrative management. It’s necessary to establish the authority of the pedagogic coordination as a way of enabling full development of the pedagogic job in the educational institution. Also, it’s essential to understand how collectivity is an important aspect from the formation of the teamwork in the pedagogic team. Despite being individual beings, it’s necessary for us to understand each other as well, as incorporated beings of the collectivity, ready to realize the reality, to discuss, to produce and to make the construction of solutions to real problems of the collectivity that compose the educational environment possible.