<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100282</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n1id1280</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PAPEL PEDAGÓGICO DO COORDENADOR E A FORMAÇÃO CONTINUADA DE PROFESSORES CENTRADA NA ESCOLA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE COORDINATOR'S PEDAGOGICAL ROLE AND CONTINUED TEACHER EDUCATION CENTRED IN THE SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PAPEL PEDAGÓGICO DEL COORDINADOR Y LA FORMACIÓN CONTINUA CENTRADA EN EL PROFESORADO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruns]]></surname>
<given-names><![CDATA[Juliana Pedroso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Busnardo Buemo]]></surname>
<given-names><![CDATA[Eliani Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rausch]]></surname>
<given-names><![CDATA[Rita Buzzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional de Blumenau - (PPGE-FURB) Programa de Pós-Graduação ]]></institution>
<addr-line><![CDATA[Brusque SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário de Brusque &#8211; UNIFEBE  ]]></institution>
<addr-line><![CDATA[Brusque SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,FURB Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100282&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa teve por objetivo, analisar o papel do coordenador pedagógico na formação continuada de professores centrada na escola, em um Colégio da rede privada de ensino, localizado em uma cidade do interior do Vale do Itajaí (SC). Foi realizada durante o Estágio Supervisionado em Gestão Escolar do curso de Licenciatura em Pedagogia. A pesquisa caracteriza-se por ser qualitativa e de campo. Participaram da pesquisa 13 professores que atuavam no Ensino Fundamental I. Aplicou-se inicialmente um questionário com o objetivo de conhecer os interesses dos professores acerca de temas pedagógicos, para posteriormente ser realizado um momento de formação com eles. Para dialogar com a temática proposta no âmbito da formação continuada de professores, utilizou-se das contribuições de Garcia (1992), Imbernón (2010, 2011), André (1999, 2015), Vaillant e Marcelo (2015), Gatti (2013), Gatti et al. (2019) e Nóvoa (2009). Os resultados evidenciaram que a formação continuada é imprescindível para a qualidade do ensino. No entanto, no dia da formação, mesmo os professores relatando que estariam presentes, muitos não compareceram. Tal acontecimento nos faz refletir que não basta apenas o coordenador pedagógico do Colégio propiciar momentos de formação para seu grupo de professores, mas é necessário que haja uma parceria colaborativa dentro das instituições de ensino e uma consciência de autoformação dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aimed to analyze the role of the pedagogical coordinator in the continued education of teachers centered at the school, in a private school, located in a city in the countryside of Vale do Itajaí (SC). It was carried out during the Supervised Internship in School Management of the Pedagogy Degree course. The research is characterized by being qualitative and field. Thirteen teachers who worked in the elementary school participated in the research. A questionnaire was initially applied with the objective of knowing the interests of teachers about pedagogical themes and a moment of educating them afterwards. In order to dialogue with the theme proposed in the context of continued teacher education contributions from Garcia (1992), Imbernón (2010, 2011), André (1999, 2015), Vaillant and Marcelo (2015), Gatti (2013), Gatti et al. (2019) and Nóvoa (2009). The results showed that continued education is essential for the quality of teaching. However, on the day of the education, even though the teachers reported that they would be present it, many of them did not attend it. Such an event makes us reflect that it is not enough for the College's pedagogical coordinator to provide education moments for its group of teachers, but it is necessary that there is a collaborative partnership within teaching institutions and an awareness of teachers' self-education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación tuvo como objetivo analizar el papel del coordinador pedagógico en la educación continua de los docentes centrados en la escuela, en una escuela privada, ubicada en una ciudad en el interior del Vale do Itajaí (SC). Se llevó a cabo durante la pasantía supervisada en gestión escolar de la carrera de pedagogía. La investigación se caracteriza por ser cualitativa y de campo. Trece docentes que trabajaban en la escuela primaria participaron en la investigación, inicialmente se aplicó un cuestionario con el objetivo de conocer los intereses de los docentes sobre temas pedagógicos, para luego tener un momento de capacitación con ellos. Para dialogar con el tema propuesto en el contexto de la formación continua del profesorado, contribuciones de García (1992), Imbernón (2010, 2011), André (1999, 2015), Vaillant y Marcelo (2015), Gatti (2013), Gatti et al. (2019) y Nóvoa (2009). Los resultados mostraron que la educación continua es esencial para la calidad de la enseñanza. Sin embargo, el día de la capacitación, aunque los maestros informaron que estarían presentes, muchos no asistieron. Tal evento nos hace reflexionar que no es suficiente que el coordinador pedagógico del colegio brinde momentos de capacitación para su grupo de maestros, sino que es necesario que exista una asociación de colaboración dentro de las instituciones de enseñanza y una conciencia de la auto-capacitación de los maestros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coordenação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação centrada na escola]]></kwd>
<kwd lng="en"><![CDATA[Continued teacher education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical coordination]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="es"><![CDATA[Coordinación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Formación continua del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento Centrado en la Escuela]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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