THE ROLE OF THE PEDAGOGICAL COORDINATOR IN MEDIATION BETWEEN THEORY AND TEACHING PRACTICE

Abstract

This article analyzes the role of the pedagogical coordinator as a mediator between theory and teaching practice, highlighting their relevance in continuing teacher education and in developing reflective pedagogical practices in schools. Based on a qualitative approach and a bibliographic review of contemporary authors in the field, the article discusses the formative functions, challenges, and mediation strategies used by this professional. The analysis reveals that the coordinator's role goes beyond administrative aspects, constituting an articulatory, political, and ethical practice that requires active listening, constant dialogue, and a commitment to transforming educational practices. The study emphasizes that, for mediation to be effective, the coordinator must promote situated training spaces based on the real needs of the teaching staff, integrating academic knowledge with the concrete experiences of daily school life. It also highlights that institutional recognition of the role, ongoing training of the coordinator, and the development of a collaborative culture are essential factors in enhancing their impact on pedagogical practice. It is concluded that mediation promoted by the pedagogical coordinator contributes to strengthening teacher autonomy, improving pedagogical work, and advancing the school as a space for critical, democratic, and transformative learning. The data highlight the urgent need for public policies that recognize and strengthen the strategic role of the coordinator in improving the quality of education.