THE PHILOSOPHY AS A PROPOSAL FOR REFLECTION IN THE ACTION OF THE PEDAGOGICAL COORDINATOR

Abstract

In this work we present a proposal for the use of Philosophy as guideline in the work of the pedagogical supervisor. This proposal is based on articles / books read about the importance of Philosophy as a continuous and daily reflection of thoughts and actions. It is well-known that Philosophy is of paramount importance for a good teaching-learning process, fundamental in practical life and also as a guideline for the teacher who guides teachers. The work of the pedagogical coordinator is daily and routine. Often impregnated with tasks, goals and standards that, in a certain way, shape the way in which teacher orientation work will be conducted. The coordinators before the manuals that guide them in their work promote a more pass-through of models of actions and behaviors than a collective and participatory construction with the teachers in the pedagogical praxis. The teacher, according to the orientation of the coordinator takes a passive attitude at the moment of construction of the pedagogical actions that guide his pedagogical practice. That is, it does not participate and does not reflect in the action of knowledge production. The present study intends to verify this situation of passivity of the teacher and coordinator. How this situation limits the possibilities of reflection and collective construction of the pedagogical action and the possibility of a reflexive orientation when in the use of the Philosophy or its essential characteristics.