O coordenador pedagógico e as possibilidades de inserção do professor iniciante

Abstract

The insertion in the educational environment is the first challenge faced by the beginning teacher. The lack of support in this process can create insecurity and discomfort. This insecurity can compromise the quality of work, which often leads to disorientation. Besides the teacher, the burden falls on the pedagogical coordinator, to who is added another incumbency not established by the São Paulo municipal education network legislation: this coordinator is responsible for introducing that professional to his/her new work environment, without any prior methodological and procedural formalization. Thus, the general aim of this research is to investigate the difficulties faced by pedagogical coordinators in the process of insertion of the beginning teachers in educational training opportunities. In order to reach this aim, a qualitative approach was chosen. The data survey was carried out in two stages: a questionnaire applied to 24 beginning teachers, with the purpose of identifying their training needs and a Discussion Group with 4 pedagogical coordinators, who addressed and reflected on the topic based on the data from the beginning teachers, which resulted in three categories of analysis: pedagogical practice and reference room, structure of the educational unit and system structure. The theoretical framework was based on authors who work on the concept of professional insertion, programs, and ways to support beginning teachers, as well as authors who address education training needs, collaboration, and training. For data analysis, the Prose Analysis methodology was chosen. The obtained results show that the hugest challenges are related to the organization of the municipal education structure, which needs investment in public policies that prioritize the beginning teacher and insertion actions, both for teachers and pedagogical coordinators. It is evidently shown that the collaborative partnership between experienced and beginning teachers usually occurs spontaneously – this fact should be taken into consideration by public policies. The articulation between the needs and the experienced reality in the routine of educational units is a possibility to validate the educational training opportunities for sharing knowledge and experiences, and it is therefore a positive strategy for facing challenges