O coordenador pedagógico como organizador do meio social formativo de professores dos anos iniciais do ensino fundamental: um enfoque histórico-cultural

Abstract

This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social environment of teachers and possible implications of this formation for the knowledge and teaching practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulations of scholars who investigate the pedagogical coordination theme. The research, of historical and cultural nature, was configured within the aspects of the qualitative approach in a case study and was carried out in the municipality of Marabá-Pará, in a school of the Initial Years of Elementary School. The study was subdivided into two steps. In the first stage, the characterization of the locus of the research was carried out, involving the choice of the institution, the contact with the participants and the obtaining of the Terms of Free and Informed Consent. The second stage consisted of the follow-up of the training work carried out by a pedagogical coordinator with the teachers. First, we sought to identify the social relations lived by the coordinator to analyze how they explain their professional performance. Next, we tried to identify the categories that express the ways in which it organized the social formative means of teachers. Finally, a preliminary collaborative action was carried out with the coordinator. The production of the information in this stage of the research occurred through semi-structured interviews, carried out with the pedagogical coordinator and with teachers, observation of the formative processes, notes in field diary and documentary analysis of the instruments that aided the pedagogical work. The results of the study point out that the way the pedagogical coordinator organized the social formative means of teachers had a direct relation with their concrete conditions of life. The formative processes were organized based on their personal, professional and formative experiences and although they did not translate the scientific of the pedagogical work, they were configured in significant moments of the pedagogical thinking, to plan and to act. The study revealed that these formative processes have the possibility to contemplate the specificities of the teaching work, to be guided by the training needs of the teachers, to involve the teachers in the process of planning and execution of the training and to resignificate the knowledge and teaching practices in a perspective of critical formation and transformative. Collaborative action has shown that the theoretical categories created by Vygotsky for a better understanding of the process of human formation, such as zone of proximal development, obutchenie and social relations are relevant to the field of didactics, as far as the educational process is concerned. These categories allow us to capture the contradictions of school practices and circumscribe the real possibilities of overcoming the organization of pedagogical work. It is concluded that the formative social environment organized by the pedagogical coordinator contributes in a significant way to the improvement of the teaching work in what concerns the organization of the pedagogical routine. However, there is a lack of a solid and critical theoretical base that guides the formative processes and bases the educational work in a perspective of emancipatory education that allows the teachers to recognize the epistemological bases that sustain their practices and, thus, to resignify their knowledge and practices. The study suggests that the concept of a formative social environment, adapted from the concept of an educational social way, developed by Vygotsky, is powerful for the understanding, organization and accomplishment of teacher training work developed by the pedagogical coordinator in schools.