PEDAGOGICAL COORDINATION AND CONTINUING TEACHER EDUCATION: A NECESSARY DIALOGUE WITHIN THE SCHOOL SETTING

Abstract

This research aims to discuss the work of the pedagogical coordinator within educational institutions, as well as to analyze their contribution to the development of educational practice and their role in the continuous professional development of teachers within the school environment. We highlight the relevance of participatory planning to ensure the coordinator's work is conducted collectively, thereby building a reflective praxis; a school can only succeed through the integration of all stakeholders, including the educational administrator. This study is grounded in the theoretical frameworks of authors who address this subject—such as Luckesi (2003), Orsolon (2011), and Placco (2002), among others—seeking to understand the importance and contribution of participatory pedagogical coordination to the effective functioning of the educational establishment and the provision of quality education. It also emphasizes the importance of this professional within the school unit, as well as the significant role played by families and communities in the institution's decision-making processes. Finally, the study addresses potential pathways for educational management that reinforce a definition of education grounded in ethical, political, and ideological principles.