O papel da coordenação pedagógica nas escolas técnicas estaduais do Centro Paula Souza na geração de processos formativos emancipatórios

Abstract

This master's dissertation, part of the PPGE's research line on Public Policies in Education, Educational Processes, and Diversity at Unoeste, investigates the role of pedagogical coordination in generating emancipatory educational processes within a secondary-level technical education institution, specifically the State Technical Schools (Etecs) of Centro Paula Souza (CPS). The central research problem is to examine how pedagogical coordination generates such processes. Methodologically, a qualitative investigation was conducted through semi-structured questionnaires applied to 22 pedagogical coordinators from 22 teaching units located in the Marília and Presidente Prudente/SP regions. Additionally, bibliographic and documental research was carried out to analyze the role of pedagogical coordination. Theoretically, the study is based on the Frankfurt School's critical analysis, investigating the concept of education for emancipation. The results indicate that pedagogical coordination in Etecs plays a fundamental role in fostering education that goes beyond mere technical preparation. It integrates the development of critical consciousness and autonomy among students and teachers. The analysis of the pedagogical coordinators' responses revealed that strategies of critical reflection are employed as means to challenge instrumental rationality. However, significant challenges were also identified, particularly related to the lack of specific training in the field and the predominance of a technicist and market-oriented vision, which restricts the full implementation of emancipatory practices. These findings highlight the need for continuous training that enables pedagogical coordinators to expand their role as mediators of formative processes committed to autonomy and emancipation.