Resumo

RIBEIRO, Amélia Escotto do Amaral; BAPTISTA, Alessandra Ribeiro  e  RIBEIRO, Alexandre do Amaral. Teachers’ education as a responsibility of the pedagogical counsellor - between the assignments and the daily cobwebs of challenges. Acta Educ. [online]. 2021, vol.43, e55542.  Epub 29-Nov-2021. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v43i1.55542.

The democratization of education brought forth the need of reviewing school organization design to comprise society and individuals’ plurality of profiles and expectations. In school universe, this diversity of profiles covers not only students, but also teachers and other actors. In such a scenario, one redesigns educational and pedagogical practices and processes (Alarcão & Roldão, 2008; Brzezinski, 2014). This reconfiguration directly influences teacher’s education, highlights both how it is necessary for school to turn itself into an education space and the importance of the pedagogical counsellor to make it happen. This article, based on the contribution of Lomonico (2005), Franco, Libâneo and Pimenta (2011), Almeida, Souza and Placco (2016), focuses teachers’ education as an assignment of the pedagogical counsellor, specially, in public school context. This article takes into account the pedagogical counsellor assignments as prescribed by law and his/her daily activities (Malinoski, 2014). Therefore, it aims to clarify which actions, concerned with teacher’s education, are accomplished by pedagogical counsellors. Based on the results of descriptive studies marked with qualitative features (Gatti & André, 2011), whose data were produced from semi structured interviews with pedagogical counsellors who work at public schools of Duque de Caxias City/Rio de Janeiro. Results indicate that the interviewed pedagogical counsellors understand teachers’ education as one of their assignments and as essential to turn school into a space for citizenship education and reiterate their intention to be more attentive to this issue. In despite of this, they report that administrative and teaching assistance activities disturb their work routine, what causes difficulty to the proposition of more systematic and less haphazard education actions. As a result, it is possible to verify that a broader understanding of the teachers’ education as an assignment of the pedagogical counsellor implies the interconnections among the prescribed, the intended and the accomplished issues.

Palavras-chave : public school; school day-to-day; teachers’ education; pedagogue; pedagogical counselling.

        · resumo em Português | Espanhol     · texto em Português | Inglês     · Português ( pdf ) | Inglês ( pdf )