THE RELEVANCE OF THE PEDAGOGICAL COORDINATOR: A REFLECTIVE LOOK AT TEACHING PRACTICE IN THE ASSESSMENT OF LEARNING IN THE EARLY AND LATER YEARS OF ELEMENTARY EDUCATION

Abstract

This research aims to investigate whether pedagogical coordinators contribute to teachers' assessment practices in the early and late elementary school years, contributing to achieving good results on internal and external exams. The hypothesis is: Pedagogical coordinators, due to their administrative duties, have contributed little to teachers' assessment practices in the early and late elementary school years. Therefore, the pedagogical coordinator's lack of knowledge about the impact of their actions can negatively impact students' teaching-learning development, resulting in lower-than-expected IDEB performance. This research is justified by the interest in investigating the pedagogical coordinator's contribution to teachers' assessment practices and arose from the IDEB results obtained in a municipal public school, where the expected results were insufficient. The methodological approach was qualitative and descriptive in nature, using observation and document analysis, and a semi-structured interview with two coordinators for data collection. The data reveal that pedagogical coordinators do not conduct assessment activities, merely monitoring teachers' planning notebooks, and that their daily activities are both administrative and pedagogical. This study is expected to contribute to the role and intervention of pedagogical coordinators in the teacher evaluation process, helping them rethink and design intervention projects with a view to monitoring and pedagogically intervening in teacher assessment practices, thus aiming to improve teaching and learning.