A formação do professor pedagogo: história, enfrentamentos e perspectivas

Abstract

Abstract: when analyzing the new organization of pedagogical work in public schools, it is observed that there is a replacement of supervisors, advisors and administrators (called Education specialists) by the unitary pedagogue or by the Professor Pedagogue. The figure of Professor Pedagogo was adopted from 2004/2005 by the Paraná State Education Secretariat (Seed-PR). Adoption is due to the replacement of the previous model. With this, this professional becomes responsible for the entire articulation of the pedagogical process within the school. In this sense, the research aims to analyze the relationship between the training field (undertaken by the Pedagogy Course at Unicentro) and the field of action (represented by state schools and the Pedagogical Team of the Regional Center). For this, qualitative research explores techniques that are traditionally associated with ethnography (participant observation, interview and document analysis), which are carried out with the pedagogical team of the regional nucleus and state schools. In addition, the collected data are analyzed in the interlocution of the legislative context. It was found that the implementation/replacement of attributions to Professor Pedagogo is being carried out gradually from 2004 onwards. Another aspect raised is in relation to the evaluation of how this implementation is taking place, since, in this sense, it is still partial. Therefore, the research allows elucidating and pointing out the need to guide the Pedagogy Courses, so that they meet the provisions of the National Council of Education, established by the Curriculum Guidelines, which recommend the training of pedagogues in Teaching and School Management, being characteristics of the “new” Professor Pedagogue.

Keywords: Pedagogical work; Professor Pedagogue; Pedagogy; Basic education; Formation.