O papel da coordenação pedagógica e sua mediação no acompanhamento da prática pedagógica da professora de educação infantil

Abstract

The present study aims to investigate the work of the educational coordinator at an institution of Early Childhood Education seeking to understand how works the attendance of the Pedagogical Coordination to teachers of a Children's Educational Center and its possible implications for teaching practice. The subjects who participated in this research were a pedagogical coordinator of the institution and four teachers. The theoretical basis that justified the analysis of the data was based on authors such as Smith (2012), Placco; Almeida (2012), and in some polls as the Waltrick (2008), Zumpano (2010), Ribeiro (2012), Leite (2013), Pereira; Cruz (2014). After analysis, the data shows that the role that the pedagogical coordination has, at moments of mediation that performs monitoring to teachers, brings possibilities to generate changes in teaching practices. Besides, they also entail moments of reflections on the actions developed in the institution with the children served. In this sense, we can conclude that the figure of Pedagogical Coordination in Early Childhood Education Centers, contributes to the quality of teaching practices developed by the teachers serving children from kindergarten.