MEDIATOR, ARTICULATOR AND TRAINER: THE VARIOUS FUNCTIONS EXERCISED BY THE PEDAGOGICAL COORDINATOR FOR THE GOOD PATH OF THE SCHOOL

Abstract

The pedagogical coordinator is responsible for taking care of those involved in the teaching and learning process, aiming at the integration of all in the school institution. In order for effective changes to be promoted in the qualification of this professional, training must be offered that must be continued and carried out within the school, with integrated articulation in dealing with the daily problems that occur in the classroom. In this way, your main role is to be a trainer. It is emphasized that, for a transformation in the quality of learning outcomes to actually occur, it is necessary to guarantee a permanent space for study and reflection. The coordinator of an Early Childhood Education Center - CEI must go on creating strategies to favor student learning, without losing sight of the fact that it is only possible to evaluate what has been taught. For this, this professional mobilizes all educational actors to commit themselves to offering a higher quality education for the children. In the present work, a bibliographic review was carried out on the importance of the role of the pedagogical coordinator in the continuing education of teachers; in the quality of education offered at school; of the dialogues promoted between coordination, management, teachers, students for the good progress of the school; participation in the school's pedagogical political project; on management issues; in other diverse contexts linked to the school. Making use of the object of study - Centro de Educação Infantil Professor José Cílio Pereira Filho - a CEI of the municipal network of public schools in the city of Fortaleza, Ceará, Brazil, the author elaborated and carried out a field research in the case study model to collect opinions and perceptions about the work of the pedagogical coordinator. For this, a questionnaire with open questions was applied to the pedagogical coordination and another semi-structured questionnaire was applied to a sample of 40 children from the aforementioned CEI. The collected data were treated statistically using the Excel tool. The results revealed that the children of the mentioned CEI see the pedagogical coordinator much more as a manager, since more than 50% of the sample of the sample of children indicated that this professional takes care of the school a lot and manages meetings with the parents. The results also showed that there was a lot of affection between the children and the pedagogical coordinator. Affectivity was communicated in a way that all the children liked the “aunt” (the teacher) and the pedagogical coordinator with the same intensity. As for effectiveness, responsibility and participatory collaboration in all activities of the referred CEI, the pedagogical coordinator moves, streamlines and performs several functions that, in one way or another, are incubated in the context of their skills and competences.