A ação mediadora de pedagogas no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte: sentidos de sua ação na educação profissional

Abstract

This study aims to understand the senses attributed by pedagogues to their professional practices. As an initial question, we seek to answer the following inquiry: what are the senses attributed by pedagogues to their practices at IFRN? In order to guide the analysis, we assume that the attributed senses to their mediation actions are institutional, complex and created individually and collectively. They are constituted that way to achieve quality at the pedagogical and educational work at Instituto Federal de Educação, Ciência e Tecnologia Rio Grande do Norte (IFRN), which could be translated as Federal Institute of Education, Science and Technology of Rio Grande do Norte, in Brazil. Regarding to discussing relevant concepts, we consider that the referred debates occur at an educational scenery of issues related to the Pedagogy as Educational Science, the role of pedagogues at schools and their own professional identity at the pedagogical coordination, as well as their education and work. We have chosen as investigation subjects six pedagogues who work at different institutional departments by considering their institutional attributions and their daily work when seeking for senses. We have used the Comprehensive Interview as methodological approach, which aims to reveal the study object through the subjects’ speech. Therefore, we believe that this research will be able to contribute with the reflection about the studied professional at school contexts, at Brazilian Federal Institutes and, specifically, at IFRN.