Coordenação pedagógica na educação infantil: um estudo de caso no contexto de uma escola pública municipal na região noroeste do RS

Abstract

The Basic Education in Brazil has undergone several changes in its structure and with the implementation of new public educational policies, however, it is observed that these are not always legitimized in the school routine. In view of this context, the research sought to deepen the studies about the role of coordination in a School of Early Childhood Education, in which the professionals who work in the classes of children from 0 to 3 years old do not have pedagogical training. In order to analyze this problem, I used as a methodology the qualitative research, which consisted of the realization of a focus group in order to dialogue and map out the demands and challenges placed on pedagogical coordination, a function that I exercise as a member of the researched context. In order to analyze the data produced from such moments of listening to professionals, I sought references in the studies carried out during the course of Specialization in Teaching in Child Education offered by the Federal University of Santa Maria - RS. Among these authors, I cite the studies carried out on the trajectory of teacher education for children in the Brazilian context, such as Oliveira (2006, 2011, 2012), Kramer (2015), Campos (1994). The research provides a look at a school context of a school in the northwest region of the state of RS, bringing reflections on the implementation of public policies for Early Childhood Education with regard to teacher education. The study aims to point out subsidies and provoke pedagogical actions and public policies of teacher education in the field of early childhood education, in particular, from the analysis of the function of pedagogical coordination in this context.