A atuação do coordenador pedagógico dos anos iniciais do ensino fundamental nas escolas públicas: uma revisão integrativa

Abstract

This article is the result of a qualitative research of descriptive and integrative character, which started from an analysis of the pedagogical coordinator's view in the early years of elementary school. The study was developed from the research problem: How does the pedagogical coordinator develop his practices in public schools in the early years of elementary school? The objectives of the research were to recognize the main actions of the pedagogical coordinator in schools in the early years of elementary school; and, to understand the challenges of the performance of the Pedagogical Coordinator in the early years. The research is based on authors such as Saviani (2005), Libâneo (2010), Placco and Souza (2015), among others. The methodological foundation is supported by Minayo (2003) and Silveira (2005) and was carried out with a qualitative approach and the Integrative Review type. The results obtained show the complexity of the Coordinator's work, whose main challenges are to support teachers and training in the school environment. It is concluded with the study that the work of the Pedagogical Coordinator is challenging, because in the daily routine of his practice he is responsible for the articulation between school, family and between the teaching staff and the students, which involves values, conceptions and implies decisions that affect the entire school community.