THE ROLE OF THE PEDAGOGICAL COORDINATOR IN BRIDGING THEORY AND TEACHING PRACTICE

Abstract

The mediation between theory and practice undertaken by the pedagogical coordinator is both a formative and political endeavor that reconfigures the school’s daily life by articulating foundations, curriculum, assessment, and professional development into concrete mechanisms—collaborative planning, classroom observation, targeted formative feedback, communities of practice, and action research—that translate concepts into situated didactic decisions and, conversely, make experience generate communicable knowledge that feeds back into the Political-Pedagogical Project (PPP) and the professional culture, with a focus on equity and quality (LÜCK, 2010; PLACCO; ALMEIDA, 2016; LIBÂNEO, 2004; PERRENOUD, 2000; SCHÖN, 2000). It is argued that such leadership requires recognizing the plurality of teachers’ knowledge and instituting study and follow-up routines capable of making public the pedagogical reasons for each choice, articulating quality criteria and learning evidence within a reflective practical rationality committed to educational rights and to social justice as the horizon of school work (TARDIF, 2018; FREIRE, 1996; SAVIANI, 2008; VEIGA, 2013; CANDAU, 2009).