PEDAGOGICAL COORDINATION AND TEACHER TRAINING

reflexivity, interdisciplinarity and pedagogical practices

Abstract

In this article, a critical reflection was made on issues related to interdisciplinary practices in the work of the pedagogical coordinator as a possibility for transforming actions in the public school. In order to overcome the fad related to “interdisciplinary” concepts and practices and/or epistemological mistakes, we sought to reflect collaboratively on the pedagogical, didactic and formative dimensions of the coordinator’s role in the school context. The research subjects were 22 coordinators from the city of Fortaleza/CE, aged between 30 and 45 years old, with diversified initial training, namely: 3 mathematicians, 2 geographers, 1 historian, 16 pedagogues, although 19 have the training course of full degree in Pedagogy, even when second degree. Of these, 17 (77%) were also teachers and 5 (13%) school supervisors. Given the number of teachers, we observed that they represent three times more than the number of supervisors, 16 (89%) have a full degree in Pedagogy with first initial training, and 19 (85%) made up the effective staff of the municipal school system. In this sense, the question that moved this investigation was: What are the relationships between the continuing education of teachers mediated by the pedagogical coordinator from the context of the public school, reflexivity and interdisciplinarity in the horizon of pedagogical praxis? Therefore, the objective of this article is to understand the relationship between the continuing education of teachers mediated by the pedagogical coordinator in the context of the public school reflective processes under the perspective of interdisciplinarity in the horizon of pedagogical praxis. A qualitative research was carried out, using the focus group and the open and semi-structured questionnaires as an instrument for data collection. To this end, theoretical reflections started from the continuing education that provided collective reflections on the term interdisciplinarity and its practices in the school environment. It was concluded that it is possible to experience interdisciplinarity in public schools, even with all the contradictions and difficulties imposed by the ideology of the fad of science. This can happen through transformative and reflective practices in the teaching process, resulting from individual and collective study and research. However, this possibility is mediated by the work of the pedagogical coordinator, united with his group of teachers in a proposal that goes beyond the disciplinary contents, thus enabling the experience of reflective and interdisciplinary practices in the public school.