Coordenação pedagógica nas escolas cidadãs integrais: percursos didático-curriculares

Abstract

This study examines the performance of pedagogical coordinators in the Full Time Citizen Schools (ECI - Escolas Cidadãs Integrais, in Portuguese) of the city of Joao Pessoa (PB). The research aims to analyze the performance of these subjects with regard to didactic-curricular processes in full time education, considering the enlargement of educational times and spaces characteristic of the ECIs. The study is justified due to the importance of investigating how these professionals take positions in the face of this new school configuration, analyzing how they understand full time education and the construction of new educational arrangements and possibilities associated with the resizing of the school curriculum. To support the understanding of full time education, its historical context and its didactic and curricular challenges, we addressed authors such as Antunes; Padilha (2010), Moll; Branco (2012), Zucchetti, Severo (2020). To address Pedagogical Coordination, we contextualized the historical process which embraces its constitution as a role in schools, including the learning process of these coordinators, and the challenges to which they are subject in their daily work routine, building on authors such as Domingues (2009, 2014); Placco, Souza, Almeida (2013); Costa; Teixeira e Carvalho (2015); Almeida, Souza e Placco (2016), and Franco; Macedo (2016). With regard to the methodological aspects, we used a qualitative approach, supported by the Grounded Theory method, defended by Strauss, Corbin (1990) and Charmaz (2009), which, starting from data collection and analysis, in a constant comparison process that allows going and coming to the field, intends to contribute to the construction of a theory that can clarify a conceptual model that corroborates to elucidate the researched reality. As for the objective's approach, the research is classified as exploratory because it deals with a relatively new field with little systematized knowledge. For data collection, we used a structured questionnaire applied with 21 (twenty-one) pedagogical coordinators, the first 13 (thirteen) in person and the remaining 8 (eight) remotely due to the SARS-CoV-2 (Covid-19) pandemic that we experienced at the time of this investigation, making face-to-face contact impossible. The data analysis process was built on open, axial and selective coding procedures based on the Grounded Theory and supported by Atlas.ti 8.0. software. The results indicate that the practice of pedagogical coordinators in the ECIs is permeated by challenges that involve the excess of pedagogical and bureaucratic demands, the need for a broader and deeper understanding of full time education and overcoming the challenges related to the curriculum of schools that embrace this model. The outcome also points out the need for further study on the pedagogical coordinators' professional practice in order to contribute to an increasingly conscious, critical-reflective and transformative practice of the educational reality in which they are inserted.