A coordenação pedagógica no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba: identidades e práticas

Abstract

Pedagogical management has in the learning and training of the student its activity-end. Among the subjects that collaborate to achieve the educational objectives, are the professionals of the education that act in the pedagogical coordinations. In this sense, the movements of constitution of the identity processes and the daily practices of these professionals are revealed in the dimension of their performance, in a perspective that is intended articulating and reflective, thus collaborating for the development of the pedagogical process of an educational institution. At this point, this research proposed to analyze the identities and practices of Pedagogical Coordination professionals at the Federal Institute of Education, Science and Technology of Paraíba (IFPB), considering the possibilities and limitations of training and daily practices. The reasons for this study were the contributions of Cury (2002), Paro (2010), Alarcão (2011), Lück (2008, 2010), Pimenta (2012), Placco (2009), Almeida (2009) e Libâneo (2015), among others. Methodologically, the research is characterized by a qualitative perspective, exploratory and descriptive, with a historical cut from the 1990s to the present day. As a locus of research, we chose Campus João Pessoa was chosen because it understood that the Pedagogical Coordination, denominated COPED, had its trajectory constructed from the history of its professionals, considering its pioneering and contributions to the present configuration of the pedagogical management of the Institution. As a data collection instrument, the resource of narrative interviews was used with nine professionals in the position of Pedagogue and Technical in Educational Affairs who were already part and others who still work in COPED, using the proposal developed by the German sociologist Fritz Shütze ( 1983) for data analysis of the narrative interview technique, as described by Jovchelovitch and Bauer (2002) and Weller (2009). The analyzes point to collective trajectories built from a performance marked by discontinuous processes, notably influenced by a poorly defined understanding of the role of professionals who work in pedagogical coordination, resulting in identity crisis and perception of little or no appreciation of the work developed. However, in some moments of its institutional trajectory, it was noticed the construction of a solid sense of collectivity, empha- siveness and leadership in its work, which were framed by the context of structural changes in the Professional and Technological Education network and in those demanded by Law 9,394 / 1996 and its developments in educational regulations. It was noticed the understanding by the subjects that act in the COPED of the necessity of changes in the practice, seeking recognition of their important role in the pedagogical management of the IFPB, evidencing a process that occurs only in the midst of socialization, related to the singularities of experiential knowledge, combining histories of professional life of the subjects to socio-historical contexts, thus revealing specific phenomena that legitimize their articulating, formative and transforming function in the coordination of pedagogical processes in the IFPB. With this work it is hoped to contribute with elucidations and reflections on the pedagogical coordination in the IFPB, increasing the theoretical knowledge on the subject, which will also benefit other institutions.