O papel da coordenação pedagógica na formação continuada de professores(as) da primeira infância

Abstract

This work is a study developed in the Specialization course in Educational Management, of the Postgraduate Program in Public Policies and Educational Management, at the Federal University of Santa Maria (UFSM) and presents a state of knowledge about the role of pedagogical coordination in the continued training of early childhood teachers. It is assumed that this professional constitutes an articulator of educational practices in educational institutions. With a view to improvements in the continued training and qualified performance of teachers inserted in the first stage of basic education. Therefore, the objectives are: To analyze scientific productions about the conceptions of coordinators regarding the continued training of early childhood educators; Identify the limitations faced by the pedagogical coordination of schools that serve early childhood for the continued training of teachers; Reflect on scientific productions, identifying the limits and possibilities of the role of pedagogical coordinators in promoting the continued training of early childhood education teachers. As a methodology, we chose to develop a State of Knowledge, which is characterized as a type of bibliographic research with a qualitative and exploratory approach, which investigates and analyzes research in a given area of knowledge, with the aim of establishing its current state ( MOROSINI; KOHLS-SANTOS; BITTENCOURT, 2021). Thus, it will allow us to know what has been researched on the topic of “the role of pedagogical coordination in the training of teachers in early childhood”. The results of the research highlight the importance of training coordinators to meet the demands in the pedagogical training of teachers, as well as improving the development of their profession for the benefit of the integral development of children. The need to expand studies, map the actors involved, understand how they act in order to face the advancement of research focused on the role of pedagogical coordination in the continued training of early childhood teachers is evident.