Professional action of the pedagogical engineer and the implications in quality in teaching and learning

Abstract

The Pedagogical Coordinator as a professional of the education that is part of the school has a great relevance in the scenario of the Brazilian public education, since, the purpose of its performance is the quality of teaching and learning. Nonetheless, the work of pedagogical coordination is based on the Pedagogical Political Project of the Institution, which underlies the principles of Inclusion, Diversity, Citizenship and commitment to socially endorsed knowledge, dialoguing with the yearnings and school community with the Society. In this perspective, the objective was to analyze how their functions and attributions are consubstantiated with the development of the office of their work and how these are based on the main educational legal bases in force. It is a field research, qualitative approach, involving fourteen pedagogical coordinators who worked in public schools in all segments of education, Early Childhood Education, Early Years and Final Years of Elementary School, in the municipality of Brejões / BA from Of dialogues with authors like Alonso (2008), Brzezinski (2007), Freire (1982, 1996), Libâneo (2004, 2008), Luck (2007), Gadotti (2003), Vasconcellos (2006), among others. Thus, it was noted that the performance of the Pedagogical Coordinator is intimately related to the functions and attributions, which by legal bases are deliberate, but this action becomes compromised, since, the main attributions are secondary, occurring in some moments the function desviation. Therefore, it is understood that the role of this professional is the mediation of knowledge and ways of acting that aim at qualitative changes in development and learning, as well as contributing to the constitution of citizens, in order to improve their capacity for action and skills to Living in society.