Pedagogical coordination and teachers in the early years of elementary school: challenges and possibilities

Abstract

This text presents an excerpt from a master's research carried out in the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU) whose object of investigation was the role of pedagogical coordination with teachers in the early years of elementary school in municipal schools in Uberlândia. The objectives of the study consisted of analyzing: the performance of the pedagogical coordination with teachers of the 1st and 2nd years of Elementary School; and the challenges that emerge from the interaction between the pedagogical coordination and teachers in the early years of Elementary School and that reverberate in the teaching and learning processes. Methodologically, the work is grounded on the principles of qualitative research, specifically a case study approach. The Focus Group (FG) with the coordinators and the Semi-structured Interview (SSI) with the teachers were used as research instruments. The analysis highlights that coordinators and teachers are key players in the teaching and learning processes, particularly during the literacy period. Thus, they need to establish partnerships and promote collective work to address the challenges and contradictions that pervade the school context.