Resumo

ADAMISKI, Eleida da Silva Arce; SILVA, Iara Augusta da  e  SANTOS, Paulo Cezar Rodrigues dos. Pedagogical coordinator difficulties in the continuing education of teachers of the Full-Time Education Program “Escola da Autoria” in MS. Sér.-Estud. [online]. 2023, vol.28, n.63, pp.25-46.  Epub 21-Ago-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i63.1680.

In this article, we seek to reflect on the difficulties encountered by the pedagogical coordinator, in conducting the process of continuing education in service, with the teachers, in the school space in which they work. In the achievement of this work, we were guided by a bibliographical and documentary research in the analysis of guiding documents from the State Department of Education of Mato Grosso do Sul, as well as materials produced by scholars such as Placco and Almeida (2012, 2015), Silva (2022), and Pulchério (2022). In addition, we used the concept of “reflection in action” addressed by Schön (1992) and the experience reported by Mattas, Pedroso, and Mattos (2021), in continuing education in service, of a public school in the state network of Mato Grosso do Sul. To this end, we seek to elucidate the current difficulties faced by the pedagogical coordinator in different schools that offer the Full-Time Education Program, called “Escola da Autoria”, in the elementary school stage, seen as obstacles to the development of teacher training in accordance with their individual and collective needs. The presented study pointed out that, in order to develop in-service continuing education with teachers, the pedagogical coordinator encounters situations that may deprive the school of improving knowledge and deepening theoretical-methodological discussions that can enhance to effective changes in the pedagogical work of the school institution.

Palavras-chave : pedagogical coordinator; continuing education; elementary school.

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