Pedagogical management in the perspective of the work of the pedagogical coordinator at Fortaleza municipal schools

Abstract

This article deals with school pedagogical management in elementary schools from the municipal public network at Fortaleza, characterized by the work carried out by the pedagogical coordinator. This is a qualitative study. The analyzed data are based on observations, questionnaires and semi-structured interviews carried out with six pedagogical coordinators who work in the teaching network. The results clarify that, although the school presents itself as a sociopolitical apparatus with conflicting interests, its pedagogical management, understood herein as the actions of the pedagogical coordinator, is delineated as an articulating function of the existing social arrangements with the need for public education improvements. This reality, although sustained by a discourse related to overcoming educational difficulties, indicates tensions in the school day-to-day, producing anxieties, limitations and distortions in the ways of seeing, thinking and conducting the pedagogical coordination work.