Coordenação pedagógica na Educação Infantil: Um estudo de caso em São João do Sabugi/RN

Abstract

In this work, the aim is to analyze the possibilities and difficulties in the daily work of the Pedagogical Coordination in the context of Early Childhood Education. For that, we elaborate some reflections, which include the history of pedagogical coordination, its relevance and competences in the school context. The theme in question leads us to reflect on the work of the Pedagogical Coordinator of Early Childhood Education seeking to glimpse the difficulties he encountered, punctuating the relationship of these practices to the professional training process. In carrying out this research in order to think about the challenges and the relevance of continuing education we have Silva (2010); on work in early childhood education, we have Kuhlmann (2003); to reflect on school supervision and pedagogical coordination, we chose Vasconcellos (2002), Vennas (2012) and Libâneo (2001). In a qualitative approach, we have adented a process of interviews with professionals and we can see that the work of the pedagogical coordinator is in constant evolution, because as a professional mediator and coordinator of the pedagogical practice, it is essential to have a continuous training, because the requirement in articulation with the school management, teachers and the family is constant.