SOCIAL REPRESENTATIONS ON THE PRACTICE OF PEDAGOGICAL COORDINATORS IN RECIFE MUNICIPAL SCHOOLS

Abstract

This article intends to understand the Social Representations of pedagogical coordinators about their practice. It was based on private interests about pedagogical coordination practices, with the objective of investigating the content of RS of the coordinator of his / her role and role in pedagogical practice, besides identifying the main objectives and functions of the coordinators for their day to day. The theoretical-methodological framework of this research was based on the Social Representations taking with reference to the structural approach of Abric, the studies on the practice of the coordinator in pedagogical environments. It counted with the participation of 8 pedagogical coordinators of schools of the municipal teaching network of the city of Recife. Data were collected with free word association tests. The results showed that the social representations of the subjects lead us to realize that they are still in a process of constructing their identity despite the awareness that their role is given in the articulation of the Political Pedagogical Project, integrated with the interpersonal relations with the school agents articulating the training of teachers for a process of change and the improvement of teaching learning.