Título:	O coordenador pedagógico e o professor atuante no bloco inicial de alfabetização : uma articulação possível no cotidiano escolar?
Autor(es):	Lobo, Lucineide Alves Batista
Orientador(es):	Oliveira-Mendes, Solange Alves de
Assunto:	Educação Ludicidade Alfabetização e letramento Coordenação pedagógica
Data de publicação:	4-Abr-2022
Data de defesa:	27-Dez-2021
Referência:	LOBO, Lucineide Alves Batista. O coordenador pedagógico e o professor atuante no bloco inicial de alfabetização: uma articulação possível no cotidiano escolar? 2021. 251 f., il. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2021.
Abstract:	This research analyzed the articulations established between pedagogical coordinators and literacy teachers within two public schools in the Federal District, considering the years 2019 and 2020. Theoretically, it is anchored in contributions from the theory of didactic transposition (CHEVALLARD, 2000, 2013); school culture (CHERVEL, 1990) and the theory of the fabrication of everyday life (CERTEAU, 1998, 2006). In the area of literacy, literacy and playfulness, the theoretical scope includes: Morais (2012, 2019), Soares (2016, 2018, 2020), Ferreiro and Teberosky (1999), Ferreiro (2011a, 2001b, 2015), Mortatti (2010), Brandão and Leal (2018), Almeida (2002), Tfouni (2010), Kleiman (1995), Lerner (2002), Chartier (2000, 2007), among others. Considering the area of pedagogical coordination, it counted with authors/as, such as: Saviani(2019); Domingues(2014); Placco (2010). The study was also anchored in guiding documents of the State Department of Education of the Federal District, such as the Pedagogical Guidelines (FEDERAL DISTRICT, 2014) and Currículo em Movimento (FEDERAL DISTRICT, 2018). This is a qualitative study, with an approach focused on philosophical conceptions and research strategies (CRESWELL, 2010), in an ethnographic approach (ANDRÉ, 1995, 2010). As a research technique, we used the focus group (GATTI, 2005), with coordinators of two public schools of the Regional Teaching Coordination of the city of Planaltina-DF (three in one institution and one coordinator in another) and with teachers of the initial literacy block in two institutions of this administrative region (four teachers from one school and three from another - working in the 1st, 2nd and 3rd years of elementary school). There were three focus groups, considering the teaching groups and a group with the coordinators. To perform the treatment/analysis of the data obtained, we chose thematic content analysis (BARDIN, 1997) and Franco (2005). As results, the study pointed out that from the teachers' point of view, it was necessary to assure the presence of the coordinator in a continuous way in the activities and specific demands of the didactic and pedagogical practice. On the other hand, the pedagogical coordinators did not always feel welcomed by the cast of teachers, especially in the formative moments that brought about changes in the literacy methodologies (Escola Caliandra). Despite this design, there was recognition of the role played by this professional before and during the COVID-19 pandemic period (Caliandra and Ipê do Cerrado Schools). What had been an impeditive factor to greater performance with the teachers were, in fact, the demands that distracted the coordinators from the teaching and learning processes. The year 2020 was even more challenging due to the pandemic, because it was necessary to adapt to new digital and technological tools, imposing new arrangements for the work with literacy. One of them, mentioned by the professionals, was the alphabet, whose intention was to approach letters in articulation with words with contextual meanings. Regarding the Portuguese language field, in the initial literacy block, there was no clarity about the progression of the axes, so that both schools mentioned the importance of reading, comprehension, and less frequently, text production. Still on literacy, some pointed to the importance of decoding, referring to literacy, and social use, referring to literacy; likewise, the importance of the phoneme was emphasized at the beginning of literacy, signaling a lack of knowledge of the constellation of phonological skills. In this specific case, the Caliandra School coordinators recalled the importance of programs such as the National Pact for Literacy at the Right Age, since there was a need for continuous training in these areas. They also revealed, during the pandemic, a setback in the relationships with the teachers, which certainly culminated in the results of the pedagogical work with the literacy field. The professionals' narratives were favorable to the organization in learning cycles, but, on the other hand, they considered the training courses aimed at understanding the operationalization of teaching in this format to be scarce. Finally, the study revealed an articulation regarding the work developed between the pedagogical coordination and the literacy teachers, before and during the pandemic, with some singularities, but also indicated tensions in these relationships that sometimes-had repercussions on the results obtained.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2021.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
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