A metodologia NEPSO no Ensino Fundamental: reflexões sobre a coordenação pedagógica e a participação dos professores

Abstract

This project treats the multiple functions performed by a school pedagogical coordination and its main function, i.e. the continuous training of the teaching staff, which is not always effective. This work aims at showing that different practices, when adopted traditionally by the teaching staff, can contribute to a continuous teachers’ training, besides improving the students’ learning process. Through a methodology called NEPSO (“Nossa Escola Pesquisa Sua Opinião” – Our School Surveys Your Opinion), it was possible to investigate the students and teachers’ engagement when participating in the development of a new practice. The program uses surveys as an interdisciplinary pedagogical resource. It is also proposed, through such approach, an intervention, in which students become researchers, thus giving them autonomy and self-confidence. Reis (2019) argues that sharing experiences, when the research is brought to the classroom, it can promote a responsive attitude regarding this ethical activity. In this specific case, the topic “Bullying” was chosen unanimously. Such investigation was carried out in 2019, in the Municipal School Geraldo Lopes and developed a group of 8th grade students. The survey approached, through a questionnaire the students formulated themselves, the participation of students (both genders) as bullies, victims or spectators of bullying. The implementation of this practice contributed significantly to minimize students’ deficits in some of the contents present in many components of the curriculum, such as Math, when regarding the quantitative research, and Portuguese, through the improvement of writing, reading, and text interpretation skills by these 8th grade students. In this context, our expectations towards the teaching staff’s adoption of a new practice were fulfilled. We conclude that when an alternative practice is developed with the students, and its theme dialogs with their reality, then new interests are awaken, which are normally tangent to the pedagogical routine. Keywords: Pedagogical coordination. Youth protagonism.