Coordenação pedagógica na educação infantil em (de)formação: constituição de um ethos formativo

Abstract

This dissertation presents a master's research that aimed to analyze and understand the role of pedagogical coordination in Early Childhood Education schools in the municipality of Nova Hartz, investigating how the concept of formation as (de)formation, developed in the Laboratory of Contemporary Teachings (LABDOC), can contribute to the qualification of this role. The research is situated within the context of continuing education for pedagogical coordinators (PCs), adopting the perspective of formation as (de)formation research, understood as a formative, collaborative, and interventionist type of research that seeks to promote shifts in the ways of being, knowing-doing, and understanding the function of pedagogical coordination. The study follows a qualitative approach, drawing on theoretical frameworks from teacher education, Early Childhood Education, and childhood studies. It was developed with pedagogical coordinators from the Municipal Early Childhood Education Schools (EMEIs) of Nova Hartz, focusing on the analysis of meeting minutes from pedagogical meetings at the schools, the formative encounters at LABDOC, and the narratives of the laboratory participants. The research question that guided the investigation was: How did pedagogical coordinators in Early Childhood Education, through a formation as (de)formation experience at LABDOC – Nova Hartz, qualify their performance in the roles they perform? The data were organized and analyzed in three stages: the characterization of the participants, the analysis of pedagogical meeting minutes, and a descriptive-reflective account of the formative encounters held at LABDOC – Nova Hartz. The final section presents three groups of meaning, in which the effects and marks left by the laboratory-based formation process with the PCs are analyzed, considering the meanings attributed to the concept of formation as (de)formation. The results indicate that the LABDOC experience led to significant transformations in the formative know-how of the pedagogical coordinators, revealing new conceptions of pedagogical meetings, which were reconfigured as spaces for experiments and formative experiences. The participants began to understand their role beyond bureaucratic and management aspects. They embraced formation, intervention, and mediation with the teachers in their schools, valuing listening, collectivity, and the centrality of the child in the educational process, as well as an ethos of childhood as active engagement. It is concluded that formation as (de)formation within a laboratory context constitutes a powerful approach to qualifying the formative practices of pedagogical coordinators, provided it is developed within a formative ethos of childhood that enhances teacher formation and improves the quality of Early Childhood Education.