A atuação da coordenação escolar no processo de indução profissional de docentes iniciantes na rede pública estadual de ensino do Ceará

Abstract

Considering the fundamental role that the pedagogical coordinator plays in the development of good pedagogical practices in the school environment, acting as an educational agent with functions of articulator, trainer and transformer, this research investigated the role of school coordination in the process of professional induction of beginning teachers in state public education network in Ceará. The general objective of this study was to understand the possibilities and challenges in the role of school coordination in the process of professional induction of beginning teachers in the state public education system in Ceará. A qualitative data approach was adopted for this research, methodologically characterized as a case study. The data were obtained through a combination of the following strategies to get closer to reality: bibliographic survey, application of an online questionnaire with open and closed questions, semi-structured interviews with the seven school coordinators participating in this research, and also analysis of institutional documents coming from the Department of Education of the State of Ceará and each of the three field schools included in this study. The data obtained demonstrated that the participating school coordinators recognize how important the moment of entry into the teaching career is for beginning teachers. However, they do not have systematized and institutionalized practices regarding the process of professional induction of beginning teachers in rural schools, making it the responsibility of each school coordinator to conduct this process, in their own way, which takes place in a variety of ways, punctual, random or, sometimes, it doesn't even happen. Considering these vulnerabilities and shortcomings, this research presents an educational product under the title “Booklet of pedagogical principles: strategies for the professional induction process of beginning teachers”, consisting of a set of pedagogical actions developed by the pedagogical coordination with beginning teachers, expressing the commitment to enhancing welcoming, democratic, collaborative, formative, critical and reflective experiences among these educational agents.