Difusão de conhecimentos da organização da escolaridade em ciclos nos anos iniciais do ensino fundamental: atuação do(a) coordenador(a) pedagógico(a)

Abstract

In this research, entitled Dissemination of knowledge on the organization of schooling in cycles in the early years of elementary school: role of the pedagogical coordinator, we start from the assumption that the pedagogical coordinator is the subject of mediation in the dissemination of knowledge structuring factors to the performance of the policy of cycles. In this way, we aim to understand the performance of the pedagogical coordinator in the dissemination of knowledge that underlies the organization of schooling in cycles in the early years of elementary school in the municipal teaching network of São Sebastião do Passé-BA. The central research question sought to answer: how does the pedagogical coordinator act in the dissemination of knowledge that underlies the organization of schooling in cycles in the early years of elementary school in the municipal teaching network of São Sebastião do Passé - BA? In order to answer this question, we carried out a quantitative and qualitative research, covering the period from 2011 to 2019, having the historical-cultural approach as an epistemological basis. As for the procedures, we used the case study, which enabled an analysis of the context and processes involved in the object under study, as well as bibliographical, electronic, documental and field research. The subjects of the research were the pedagogical coordinators, school managers and teachers who work in the literacy cycle in the municipal teaching network of the municipality of São Sebastião do Passé-BA. With regard to data collection techniques, we used semi-structured interviews, document analysis and a questionnaire, designed in line with the research objectives and, as a support foundation for data processing, content analysis was used, with emphasis on studies by Bardin (2011). Thus, the results of the investigation showed, although difficulties were identified in the exercise of the attributions of the pedagogical coordinator, that this professional acts as a mediator of the dissemination and construction of knowledge that underlies the organization of schooling in cycles, by valuing the knowledge of the subjects who produce the daily life of the school, articulating collaborative work, holding meetings with families, teacher training, continuous dialogues with members of the school community, using different procedures such as the study session, the conversation circle, feedback on pedagogical accompaniments carried out in the classroom, encouraging the sharing of experiences, attentive listening, configuring interactions in physical and virtual “ba” spaces.