Aprender em companhia: a relação entre a documentação pedagógica, a coordenação pedagógica e os professores na educação infantil

Abstract

The present dissertation aimed to investigate how a pedagogical coordinator sustains the professional development of teachers, in a public early childhood education school, in the city of Novo Hamburgo, South of Brazil, who structures it’s pedagogical action based on pedagogical documentation. The school in question is a participant in the Observatory of Children's Culture (OBECI), which was an important pedagogical variable for this research. The theoretical framework used is anchored in the field of Pedagogy, based on theories and authors that dialogue with the main concepts discussed: the field of early childhood education and its specificities, pedagogical coordination in early childhood education and pedagogical documentation as a training strategy in child education. The methodology used was the case study, through a qualitative approach. Data production took place between 2022 and 2023, through on-site observations, semi-structured interviews and analysis of official documents and school artifacts. The analysis method was structured based on the precepts of Creswell and Creswell (2021), and data triangulation (Formosinho, 2016; Yin, 2015) was the strategy used for validation and reliability of the study, through the triangulation of voices, data sources, times and theories. The components of the Coherence Structure (Fullan; Quinn, 2022) were used, throughout the analysis, as reading keys, with the aim of demonstrating the pedagogical coordinator's ways of doing dues, in a changing context, so that they can inspire other contexts. The results were presented through the metaphor “A day at school” based on three main categories: school pedagogy; pedagogical documentation as a central strategy to accompany pedagogical action; pedagogical leadership. It was possible to conclude that, as part of a community that supports professional development, OBECI, the school shares a pedagogy with a name and also a way of structuring pedagogical actions and training, based on the assumptions of the pedagogical documentation, showing the importance of learning that is built in company. Furthermore, I concluded that, to consolidate collaborative work, in a homologous way at school, it is necessary for the pedagogical coordinator to assume the position of pedagogical leadership, so that educational processes are built with coherence and legitimacy.