A articulação entre a coordenação pedagógica geral e a coordenação pedagógica de turno na Escola Municipal Jardim Feliciade

Abstract

The goal of this work is to make a reflection on the school daily life from the point of view of a pedagogical coordinator of the early years of a Municipal Elementary School: Jardim Felicidade. It aims, mainly, to define what are the attributions of the general pedagogical coordination and the specific attributions of the pedagogical shift coordination and how, together, it can add to the work of the management team of this school. The desire to investigate the theme arises from the question also raised within the institution about would be the time/ space occupied by the professional who assumes the role of General Pedagogical Coordination, created recently in Belo Horizonte Public School, with Regulation 11,132 and Decree 17, 0005 of 2018. This new scenario arose the need in redefine the position of the Pedagogical shift Coordinator and seek to establish guidelines for the development of the work of all profesionals working in The Pedagogical Coordination. It is not only in face of what is regulated, but in everyday practice, ascertain the view that other professionals of the institution have regarding the specificities of the management board´s work, in it´s various dimensions. The search for specification of the attributions of this professional will gain support through Reading and dialogue with authors who proposed this delimitation as Libiliar (2010), Vasconcellos (2002) and Lima and Santos (2007). In order to answer the research questions, analyzes of oficial documents from the city of Belo Horizonte, individual interviews in the school teaching group and collective discussion were performed. Those are numerically immeasurable data, and so a methodology with qualitative approach was used to support the study of the collected information. The final considerations of the study indicate that, despite having the attributions regulated by the Municipal Secretariat of Education, other factors support the validation of the role of the general coordinator and the shift coordinator. One is the adjustment of the work plan among all members of the management board. Another way has been the collective construction of the strategic space within the school.