A coordenação pedagógica como espaço sociorrelacional: subjetividade, trabalho pedagógico e educação infantil

Abstract

This article is part of a more extensive research on how social subjectivity affects the pedagogical work. This investigation was conducted at the Education Graduate Program of the University of Brasilia as part of the thesis. It has its theoretical basis on the Theory of Subjectivity within a cultural-historical approach and on Qualitative Epistemology postulates, both developed by González Rey and collaborators. The aim of this study was to reflect on processes of social subjectivity that promoted the construction of the educational administration setting as a social relational environment that advanced pedagogical work in early childhood education. The subjects of this research were teachers, managers, educational administrators and other school assistants, who worked at an early childhood school (4-6 years old), located in an administrative region of the Federal District, in Brazil. Among the methodologies used to express otherness, we worked with conversational dynamics and participant observation. According to the data gathered, educational administration was considered a social relational environment that nurtured school agents’ subjectivity. In this collective administration setting, the emotionality and the symbolical exchanges present in the actions of such professionals fomented a raise in subjectivity as well as a fortification of these professionals’ autonomy for the construction of a collective educational practice.