Os saberes e a formação permanente dos coordenadores pedagógicos frente aos desafios da transição dos estudantes do ensino fundamental para o ensino médio

Abstract

The title of this dissertation, The Knowledge and Ongoing Training of Pedagogical Coordinators Faced with the Challenges of Students Transitioning from Primary School to Secondary School: A Study in the Schools of the Territorial Centre of Education - NTE 17/BA, is part of the line of research Educational Processes, Language, Technology and Inclusion and is linked to the Postgraduate Programme in Education, University of Caxias do Sul. It was guided by the theme - The importance of the Pedagogical Coordinator for the transition process of students from primary to secondary school - and the following problem: what knowledge is mobilised in the training processes of secondary school Pedagogical Coordinators to develop actions to welcome students in the transition process from primary to secondary school in schools in the Territorial Education Centre - NTE 17? The territorial and basic education stages were chosen because they meet the objective of investigating the knowledge and training processes of Secondary School Pedagogical Coordinators linked to schools belonging to the Territorial Education Centre - NTE 17 in the reception and transition of students from Primary School to Secondary School. For this reason, the research context is NTE17, located in the Semi-arid Northeast II Identity Territory, made up of 18 municipalities in the state of Bahia, among which are the state schools where the 9 participants in the research carry out their work. The relevance of the research is underpinned by the following: theoretical fundamentals; the author's work as a pedagogical coordinator; the Pedagogical Coordinators' knowledge constituted/constituted; identity and training issues for these professionals; weaknesses in the student transition process; educational results that need more theoretical, technical, pedagogical and collaborative support, considering the current demands of public educational policies. The theoretical-methodological approach considers qualitative research in education, focusing particularly on the qualitative case study. The methodological investigative route included inviting the coordinators to take part in the research, using the questionnaire, conducting the focus group, studies and Discursive Textual Analysis (DTA), developed by Moraes and Galiazzi. Institutional documents were analysed, such as the Statute of the Elementary and Secondary School Teachers of the State of Bahia, the Bahia Reference Curriculum Documents for Basic Education, the School Rules of the schools that make up the state's public education system and other theoretical and legal contributions at state and federal level. The fundamentals of this research dialogue with authors such as Paulo Freire, Vera Maria Nigro de Souza Placo, Vera Lúcia Trevisan Souza, Laurinda Ramalho Almeida, Antonio Nóvoa, Maurice Tardif, Ivane Beatriz Pasetti Castagnolli, Marli Eliza Dalmazo Afonso de André, Marili Moreira da Silva Vieira, Francisco Imbernón, César Nunes, Alain Coulon and others. As a result of the research, we also present the Transitional Knowledge of Pedagogical Coordinators, aimed at welcoming students in the process of transition from the final years of primary school to secondary school, relating it to the training processes of these professionals and the spaces in which they are welcomed. [resumo fornecido pelo autor]