<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100208</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.55531</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O trabalho do coordenador pedagógico do ensino fundamental I a partir da perspectiva crítica de educação]]></article-title>
<article-title xml:lang="es"><![CDATA[El trabajo del coordinador pedagógico de la enseñanza básica I desde la perspectiva crítica de la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[The work of the pedagogical coordinator of elementary education I from the critical perspective of education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Naiara de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Lenilda Rego Albuquerque de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio Branco Acre]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo tem como objetivo analisar o trabalho do coordenador pedagógico a partir da perspectiva crítica de educação, identificando as possíveis contribuições para o desenvolvimento de práticas pedagógicas que tenham por base as finalidades educativas clássicas da escola. Trata-se, portanto, de uma pesquisa qualitativa, desenvolvida a partir da perspectiva do materialismo histórico-dialético. Os instrumentos utilizados para realização da coleta de dados são entrevistas e observação. Os sujeitos da pesquisa são seis coordenadores pedagógicos do Ensino Fundamental I da rede municipal de ensino de Cruzeiro do Sul - Acre. Desse modo, para compreender melhor a temática foi fundamental buscar embasamento teórico na literatura de: Libâneo, Oliveira e Toschi (2003); Marx (2004); e Saviani (2005), dentre outros autores, que contribuíram para o desenvolvimento desse diálogo. As análises realizadas indicaram que o trabalho do coordenador pedagógico tem como desafio principal orientar e direcionar o professor para o desempenho de práticas pedagógicas que tenham por base as finalidades educativas clássicas da escola, garantindo assim o desenvolvimento integral dos seus alunos, por meio do pensamento crítico e reflexivo, que lhes possibilite contribuir com a transformação de sua realidade e romper com a desigualdade social a qual muitos estão submetidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  Este artículo tiene como objetivo analizar el trabajo del coordinador pedagógico a partir de la perspectiva crítica de educación, identificando las posibles contribuciones para el desarrollo de prácticas pedagógicas que tengan por base las finalidades educativas clásicas de la escuela. Se trata, por lo tanto, de una pesquisa cualitativa, desarrollada a partir de las perspectivas del materialismo histórico-dialéctico. Los instrumentos utilizados para la realización de la selectiva de dados son encuestas y observaciones. Los sujetos de la pesquisa son seis coordinadores pedagógicos de la Enseñanza Primaria I de la red municipal de la enseñanza de Cruzeiro do Sul - Acre. De ese modo, para comprender mejor la temática fue fundamental buscar base teórica en la literatura de: Libâneo, Oliveira e Toschi (2003); Marx (2004); e Saviani (2005), entre otros autores, que contribuyeron para el desarrollo de ese dialogo. Los análisis realizados indicaron que el trabajo del coordinador pedagógico tiene como desafío principal orientar y direccionar el profesor para el desempeño de prácticas pedagógicas que tengan por base las finalidades educativas clásicas de la escuela, asegurando así el desarrollo integral de sus alumnos, por medio del pensamiento crítico y reflexivo, que les habilite contribuir con la transformación de su realidad y romper con la desigualdad social por la cual muchos están sometidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article aims to analyze the work of the pedagogical coordinator from the critical perspective of education, identifying the possible contributions to the development of pedagogical practices that are based on the classic educational purposes of the school. It is, therefore, a qualitative research, developed from the perspective of historical-dialectical materialism. The resources used to perform the data collection are interviews and observation. The research subjects are six pedagogical coordinators of Elementary School I of the municipal education network of Cruzeiro do Sul - Acre. Thus, in order to better understand the theme, it was essential to seek a theoretical basis in the literature of: Libâneo, Oliveira e Toschi (2003); Marx (2004); and Saviani (2005), among other authors, who contributed to the development of this dialogue. The analyzes performed indicated that the main challenge of the pedagogical coordinator's work is to guide and direct the teacher towards the performance of pedagogical practices that are based on the classic educational purposes of the school, thus guaranteeing the integral development of their students, through critical thinking. and reflective, which allows them to contribute to the transformation of their reality and to break the social inequality to which many are subjected.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[trabalho]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[finalidades clássicas]]></kwd>
<kwd lng="pt"><![CDATA[emancipação]]></kwd>
<kwd lng="pt"><![CDATA[materialismo histórico-dialético]]></kwd>
<kwd lng="es"><![CDATA[trabajo]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[finalidades clásicas]]></kwd>
<kwd lng="es"><![CDATA[emancipación]]></kwd>
<kwd lng="es"><![CDATA[materialismo histórico-dialéctico]]></kwd>
<kwd lng="en"><![CDATA[work]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[classic purposes]]></kwd>
<kwd lng="en"><![CDATA[emancipation]]></kwd>
<kwd lng="en"><![CDATA[historical-dialectical materialism]]></kwd>
</kwd-group>
</article-meta>
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