CONTRADICTIONS IN THE RELATIONSHIP OF TEACHER CONTINUING TRAINING POLICIES AND MEDIATIONS IN THE SCOPE OF PRACTICAL ACTION:

UNDERSTANDING PEDAGOGICAL COORDINATION

Abstract

The research objective to analyze the understanding of the technical coordinators of the Municipal Department of Education and Culture (Semec, acronym in Portuguese-BR) and pedagogical coordinators who work in the initial years of Elementary School, in the urban municipal education network of Três Lagoas-MS, about the importance and usefulness of continuing training policies in the period from 2015 to 2020. Since the perception of these professionals is essential to understand the context of the continuing teacher training policies implemented in the municipality, indicating paths and detours that would contribute to a qualitative leap in teacher training and pedagogical practices. The study was configured, using a qualitative approach, in three stages: the first, bibliographical and documentary, in which the main legislation and normative acts relating to continuing education policies were surveyed; the second consisted of field collection by two focus groups according to Berenger, Elliot and Parreira (2012) with transcripts coded according to Pretti (1999) and, the third, organization and analysis of the results, following the guidelines of Bardin (2016). The results revealed that participants understood continuing training policies as useful and important, as Semec has valued this type of training in teaching units. However, gaps were identified in participants' knowledge about the goals proposed in the National Education Plan for studies at the stricto sensu level. It also highlighted the inducing role of the Brazilian State in the elaboration and execution of continuing teacher training policies in the Municipal Education Network of Três Lagoas.