A coordenação pedagógica e as contribuições para a formação de professores alfabetizadores

Abstract

This research aims at studying and verifying which interventions, performed by the teaching coordinator, enable the teachers a solid reflection about their practice of literacy. Another purpose of the investigation is analyzing which actions, elaborated by the teaching coordinator, subsidize the alphabetizing teachers and make them reflect about their conception of the teaching and learning process, which underlies their practice initializing the children to the writing world. From the methodological point of view, this is a descriptive and qualitative research, which involves the teaching coordinators practice in the state and county schools of Ciclo I (1° to 4° series) of six counties (José Bonifácio, Sales, Poloni, Mendonça, União Paulista e Santa Luzia), which belong to Teaching Directorship of the José Bonifácio region, a total of seven participants. The data were collected through questionnaires with open and focused questions, live narratives and reflective sections. The data analysis and discussion were done based on the literacy and teaching coordination theories. By this investigation, it is possible to conclude that the teaching coordinators have a non adequate training to their function, a fragmented knowledge about actions which associate practice and theory, lack of theoretical and methodological knowledge related to alphabetizing and literacy, difficulties with interpersonal relationship and low experience in their function.