Resumen

FRANCO, MARIA JOSELMA DO NASCIMENTO  y  SILVA, GISELLE MARIA CAVALCANTI. School, identity and the educational staff’s protagonism: when the educational coordinator’s work makes the difference. Rev. Comunic [online]. 2015, vol.22, n.2, pp.7-24. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v22n2p7-24.

Our object of study is the work of the the educational coordinator from the perspective of professional identity that makes educators stand out in the educational process. Our starting point is the following question: what grounded actions developed by the educational coordinator provide a professional identity that, through the schooling activity, puts educational individuals in the foreground? We assumed that the educational coordinator works closely with the entire school staff, seeking to relate a discourse that, once theoretically grounded, reveals itself in the practice of making school individuals stand out in the educational process. Our aims were: 1) to analyze the actions performed by the educational coordinator and its grounds; 2) to point out the contribution of his/her actions in creating the professional identity of educators; and 3) to determine if in the school’s organizational and pedagogical dynamics the actions are guided by its political and pedagogical guidelines. The theoretical framework comes from authors such as Souza (2010), Amariz (2008), Oliveira (2009), Libâneo (2004), Orsolon (2006, 2009, Pepper (1997), Almeida (2006), Fusari (2007), Imbernon (2011) and Veiga (1995), among others. Data come from documents, participant observation, and interviews. The data were analyzed based on content analysis and analytical categories are: 1) the educational coordinator’s strategic actions and their theoretical basis; 2) the educational coordinator’s performance and the constitution of an identity that puts educational individuals in the foreground; and 3) the relationship between the school’s political and pedagogical guidelines and organizational and pedagogical dynamics. Results indicate that the competent coordinator is the central professional in the managing team. The failure to prioritize training that includes literature-based action affects the performance and construction of alternatives for solving problems.. Successful practices must be systematized/theorized. We conclude the study conceiving that the project’s governing principles the and the project itself mark out the attitudes that give dynamism and organic nature to the school education practice mediated / regulated by the educational coordinator’s action.

Palabras clave : EDUCATIONAL COORDINATOR; IDENTITY; DEVELOPED ACTIONS; POLITICAL AND PEDA-GOGICAL GUIDELINES.

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