Trajectories of pedagogical coordinators in the face of the continuing education of teachers in the school

Abstract

This article presents reflections on the continuing education of teachers from the narrative of the trajectory of action of pedagogical coordinators from Ceará. The analysis aims to discuss how the formative trajectory of two pedagogical coordinators reverberated in their actions in the continuing education of teachers in the school. It is theoretically supported by the studies of Placco and Souza (2017), García (2013), Imbernón (2010), Alarcão (2011) and Vieira (2011); and, from the methodological point of view, it finds support in the qualitative research approach in the perspective postulated by Lüdke and André (1986), in the observance of the dialectical aspects and subjectivities of the subjects as proposed by Ghedin and Franco (2011), as well as in the narrative interview with two coordinators from Ceará who experienced the function in different periods, referenced in Passeggi (2011), Delory-Momberger (2012), and Falcão and Farias (2020). From the analysis of the narratives, it is concluded that the pedagogical coordinators play an important role in the formation of their peers in the school context, although this is a performance permeated by numerous difficulties. The praxis of these coordinators, as evidenced by the narratives examined, has woven ways of coping with the challenges encountered to account for their pedagogical activities.