A COORDENAÇÃO PEDAGÓGICA COMO ARTICULADORA NA IMPLEMENTAÇÃO DE POLÍTICAS EDUCACIONAIS NA ESCOLA

Abstract

The article discusses the role of pedagogical coordination in the implementation of educational policies at school. Through a collective interview, it analyzes the role of the coordinators in the municipal education network of Nova Prata (RS), aiming to understand how the articulation with the teachers proceeds, the challenges, limits and possibilities for the implementation of the Pedagogy of Projects. In the theoretical foundation, it was supported by authors such as Gallon, Rocha Filho e Machado (2017), Celestino (2013), Araújo e Ribeiro (2016) and Araújo, Martins e Rodrigues (2019), with an emphasis on the role of pedagogical coordination at school, also dialoguing with questions of Nóvoa (2002), Saviani (2006), Libâneo (2004) and Pimenta (1997). It was found the difficulty of interdisciplinary action on the part of teachers, the need for collective planning and spaces and times for training as a subsidy to the role of coordination. The articulating function, assumed as a working hypothesis, was confirmed throughout the research, affirming coordination as a reference for the pedagogical practice of teachers in the face of emerging challenges in the daily life of the school.