O PROGRAMA NACIONAL DE GESTORES DA EDUCAÇÃO BÁSICA E A FORMAÇÃO CONTINUADA DO COORDENADOR PEDAGÓGICO EM MATO GROSSO DO SUL

Abstract

ABSTRACT

This work is the result of research developed in the Master’s Program in Education, within the research line “History, Policies, Education” of the Graduate Program in Education at the Federal University of Mato Grosso do Sul (PPGEdu/FAED/UFMS). The aim of this study was to analyze the continuing education of Pedagogical Coordinators within the framework of the National Program for Public Basic Education Managers, offered by the Universidade Federal de Mato Grosso do Sul (UFMS) during the years 2010/2012 and 2013/2015. The study focused on continuing education oriented toward democracy and its intersection with research on the ongoing training of Pedagogical Coordinators from the perspective of democratic management, which guides emancipatory education and is based on the principle that everyone has the right to quality public education. The specific objectives are: (i) to situate the continuing education of the pedagogical coordinator within the process of fostering democratic management; (ii) to analyze the role of pedagogical coordinators and the importance of the continuing education proposed by the National Program of School Managers of Basic Public Education as a participatory process in schools; and (iii) to examine to what extent the Specialization Course in Pedagogical Coordination, offered by the Program, constituted a space for training coordinators of public school networks in Mato Grosso do Sul. The methodology employed included a literature review, document analysis, and the examination of both qualitative and quantitative data from the courses carried out by UFMS. The analysis results showed that, due to the interruption of government funding, the course reached only 600 participants out of the 3,000 originally projected for the state. Despite this, UFMS demonstrated a strong commitment to student retention and completion of the training. The pedagogical practices adopted by the course broke away from traditional models, fostering a dialogical and formative evaluation process aligned with the principles of emancipatory education. The final course projects (TCCs) highlighted the central role of the Pedagogical Coordinator as a key actor in democratic management and pedagogical practices, addressing structural challenges and promoting improved student learning. This training also contributed to strengthening the identity and professional role of the Pedagogical Coordinator in building a more democratic, inclusive, and socially transformative public school system. In conclusion, the course offered by UFMS was an important mechanism for supporting democratic management and enhancing continuing professional education, reaffirming the strategic role of the Pedagogical Coordinator in improving the quality of Basic Education. Keywords: Pedagogical Coordinator; continuing education; democratic management; National Program for Managers of Public Basic Education; Universidade Federal de Mato Grosso do Sul.