<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100408</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-22</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os saberes docentes dos coordenadores pedagógicos: fios e miçangas de um colar vistoso]]></article-title>
<article-title xml:lang="es"><![CDATA[Os saberes docentes de los coordinadores pedagógicos: Hilos e perlas de um collar hermoso]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching knowledge of pedagogical coordinators: threads and beads of a beautiful necklace]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Caroline Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lastória]]></surname>
<given-names><![CDATA[Andréa Coelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assolini]]></surname>
<given-names><![CDATA[Filomena Elaine Paiva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo apresenta um estudo sobre os saberes docentes de cinco coordenadores pedagógicos da rede pública municipal de Ribeirão Preto - SP. Partimos do pressuposto que, assim como os professores em exercício, os coordenadores mobilizam, constroem e reconstroem saberes docente nas ações que realizam. O estudo desenvolveu-se por meio de entrevistas semiestruturadas, em uma abordagem qualitativa. Os resultados revelam que ser articulador, facilitador e formador de professores, são saberes docentes que os coordenadores verbalizam, explicitamente, sobre seu papel. Além disso, ao relatarem suas práticas, adotam ações que promovem o diálogo e a construção de parcerias nas escolas, e, também, identificam entraves encontrados para desempenharem o papel de formadores de professores. A partir das práticas descritas, inferimos que as ações relatas pelos coordenadores revelam saberes profissionais da docência não verbalizados, a priori, por estes profissionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo presenta una investigación sobre los saberes docentes de cinco coordinadores pedagógicos de la red pública municipal de Ribeirão Preto - SP. Hemos partido de la idea que, así como el profesorado, los coordinadores pedagógicos movilizan, construyen y reconstruyen saberes docentes en las acciones que realizan. La investigación se ha realizado por medio de encuestas semiestructuradas en un abordaje cualitativo de la investigación educativa. Los resultados señalan que ser articulador, facilitador y formador de profesores se constituye en saberes docentes que los coordinadores verbalizan, explícitamente, sobre su rol profesional. Además, al relataren sus prácticas, adoptan acciones que promueven el diálogo y la construcción de parcerias en las escuelas, y también identifican per calzos para desempeñar el rol de formadores de profesores. A partir de las prácticas descritas señalamos que las acciones traídas a la luz por los coordinadores revelan saberes profesionales de la docencia no verbalizados, a priori, por estos profesionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[RESUMO The article presents a study on the teaching knowledge of five Pedagogical Coordinators from the municipal public school in Ribeirão Preto - SP. We assume that, just like teachers exercising their role, coordinators mobilize, build and reconstruct teacher knowledge in the actions they perform. The study was developed through semi-structured interviews, in a qualitative approach. The results reveal that being an articulator, facilitator and teachers' development professional, the coordinators explicitly verbalize teaching knowledge about their role. In addition, when reporting their practices, they adopt actions that promote dialogue and build partnerships in schools, identifying obstacles that might impair their role as teachers&#8217; formers. From the practices described, we infer that the actions reported by the coordinators reveal professional knowledge of teaching not verbalized at first by these professionals, but could be observed in their practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coordenador Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="es"><![CDATA[Coordinador Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="es"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Coordinator]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teacher development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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