A rotatividade do coordenador pedagógico nos anos iniciais do ensino fundamental: desafios e perspectivas

Abstract

This master's thesis, entitled "The turnover of the pedagogical coordinator in the early years of elementary education: challenges and perspectives," is linked to Research Line 1: Public Policies in Education, formative processes and diversity, of the Postgraduate Program in Education (PPGE) at the University of Western São Paulo. Its objective is to understand the implications of the turnover of the pedagogical coordinator and its impacts on the quality of formative actions in municipal schools in the early years of elementary education, in a municipality in the interior of the state of São Paulo.The guiding research question is: “How does turnover manifest itself and what effects does it have on the municipal education system?” The methodological approach adopted was both qualitative, grounded in bibliographical, documentary, and field research. The bibliographic review was based on data from the Scientific Electronic Library Online (SciELO) and the Brazilian Digital Library of Theses and Dissertations (BDTD), considering the period from 2014 to 2024. The documentary corpus included the National Education Guidelines and Framework Law (Law No. 9.394/1996), the Statutes and Career Plans for Public Education Professionals of the investigated municipality, the National Education Plan (2014–2024), and the Political-Pedagogical Projects of the participating schools. The field research was carried out through an online semi-structured questionnaire answered by seven pedagogical coordinators. It was hypothesized that the turnover of this professional compromises the continuity and effectiveness of coordination actions, making it difficult to plan, implement, and (re)evaluate pedagogical practices—essential elements for ensuring quality education. The pedagogical coordinator must understand the institution where they work, as well as the teaching staff and students, in order to establish work goals based on the school’s specific context. To perform effectively, the coordinator must build relationships, be familiar with the environment, and have sufficient time to collaborate with the team. Frequent turnover tends to negatively affect the teaching and learning processes. The findings of this research highlight the need to develop and implement policies that ensure the pedagogical coordinator’s effective and stable presence within municipal school institutions.