A prática do(a) coordenador(a) pedagógico(a) na Rede Municipal de Ensino do Rio de Janeiro: formação continuada de professores?

Abstract

This study aims to investigate the practice of the pedagogical coordinator as a mediator of curriculum policies in municipal schools of Rio de Janeiro. To understand the working dynamics of these professionals I analyzed the periods when the municipal schools were driven by the Multieducation, the Training Cycle in Fundamental Education and the proposed curriculum changes from 2009, when a new management in the Municipal Education started. I conducted an ethnographic type study, dialoguing with authors who provide a better understanding of the complex practice of the pedagogical coordinator in schools. Then I noticed the transformations of the curriculum policies of the municipal schools from the policy cycle approach proposed by Stephen J. Ball and colleagues. Finally, I examined the practice of pedagogical coordinators through the cultural context and the dynamics of the curriculum in their schools, understanding the function of this professional as a mediator of curriculum policies in the municipal schools of Rio de Janeiro.