The initial formation space of the pedagogical coordinator

Abstract

Analyzing the initial training of the pedagogical coordinator becomes an arduous task when one considers the contradictions present in the formative process and, consequently, in the work of this professional. The achievement of the specific scope of work of the pedagogical coordinator at school must be linked to theoretical and practical knowledge. In this sense, this paper aims to analyze the knowledge that make up the initial training of the Pedagogical Coordinator. The reports of eight pedagogical coordinators, subjects of this research, collected through interviews, trigger a training that devalues the practical knowledge and an enactment that ignores theoretical knowledge. Thus, the erroneous understanding of the university as exclusively theoretical space and of the school as peculiar to the practical questions manifests itself in the speeches of these professionals.