Representações sociais de coordenadores pedagógicos sobre o seu trabalho no cotidiano escolar na Rede Municipal de Ensino de Curitiba

Abstract

This dissertation addresses the social representations of pedagogical coordinators about their work in everyday school life. It articulates the Research Line: Pedagogical Practices: Articulating Elements of the Postgraduate Program in Education at the Tuiuti University of Paraná (UTP), and is part of the research developed by the Research Group “Teacher Training, Educating City and Social Representations” (FOPCIERS) in conjunction with the International Center for Studies in Social Representations and Subjectivity – Education/CIERS-Ed, of the Carlos Chagas Foundation/FCC, and the UNESCO Chair on “Teacher Professionalization”. It arises from the concerns of a pedagogical coordinator of the Municipal Education Network of Curitiba about her work in everyday school life. In this sense, the following research problem is proposed: what are the social representations of Pedagogical Coordinators about their work in the context of Elementary Education - Initial Years, in the Municipal Education Network of Curitiba/PR, in relation to Decree No. 1622/2022? And the purpose of this study is to understand the social representations of pedagogical coordinators about their work in the daily life of Elementary Education - Initial Years in the Municipal Education Network of Curitiba/PR, in relation to Decree No. 1622/2022. To this end, it describes the attributions of the coordinators in the daily life of the RME of Curitiba, taking as a reference the current legislation of the RME of Curitiba, identifies the content of the processes of anchoring and objectification of social representations about the work of the pedagogical coordinator and relates the contents of the processes of anchoring and objectification of the social representations of pedagogical coordinators about their work in the daily life of Elementary Education - Initial Years in the Municipal Education Network of Curitiba/PR with Decree No. 1622/2022. The development of this research adopted the qualitative perspective (Bogdan; Biklen, 1994), exploratory and with the theoretical-methodological contribution of the Theory of Social Representations (Moscovici, 1978, 2003, 2015) based on Jodelet's Processual Approach (2001). The research participants were 14 pedagogical coordinators from the Municipal Education Network of Curitiba, selected according to their time of experience in the role of at least two years, working in Elementary Education – Initial Years. As procedures for data production: a questionnaire containing the sociodemographic dimension with closed questions was used (Sá, 1998), followed by a semi-structured interview regarding aspects of the school routine and the duties of the pedagogical coordinator role. As a technological resource, the software IRAMUTEQ was used with the option for Descending Hierarchical Classification (CHD), which generated two categories named by the researcher as “The work of the pedagogical coordinator” and “School management”, subdivided into five classes, which were organized with the support of Bardin's content analysis (2021), and analyzed based on the theoretical contribution, on the work of the pedagogical coordinator in everyday school life, with the main authors: Placco (2012), Almeida (2006), Christov (2012), Nagel (2017, 2022) Vasconcellos (2009) and Libâneo (2006), among others. Regarding the Theory of Social Representations, authors such as Moscovici (1978; 2003; 2015), Sá (1996; 1998); Jodelet (2001), among others, stand out. It was concluded that the RS of the CPs about their work reflects a function with technical tasks, relegating pedagogical work to the background, and influences professional identity.