Coordenação pedagógica: uma luz para a qualidade do ensino

Abstract

Teaching faces constant challenges, and academic research is essential to identify solutions that improve the quality of them. This study is a documentary research that adopts a qualitative, inductive and exploratory approach, aiming to analyze how pedagogical coordination practices can contribute to the quality of teaching, exploring pertinent institutional documents and associated educational policies. To achieve these objectives, we analyzed the minutes of meetings of a municipal public elementary school in Araguaína/TO, applying the content analysis technique. The minutes, as official records, offer a comprehensive view of pedagogical practices over time, allowing the identification of gaps and opportunities for improvement. The relevance of the research lies in the need to improve education and strengthen teaching and learning processes, highlighting the critical role of pedagogical coordination. Pedagogical coordination practices are fundamental to the implementation of effective educational actions, positively impacting the quality of teaching. Documentation and reflection promote collaboration among educators, ensuring that strategies are aligned with educational guidelines. The results highlight the importance of pedagogical coordination, demonstrating its active participation in promoting practices that favor learning and educational development. The constant presence of coordination suggests integrated management, committed to teaching quality, ongoing training of educators, and the implementation of effective pedagogical strategies. The analysis of the minutes revealed several categories that reflect the diversity of themes and strategies, highlighting its contribution to a dynamic and collaborative educational environment. The research recommends strengthening pedagogical coordination, highlighting its importance for the formation of quality education and the integral development of students. Finally, it is essential that coordination remains attentive to social transformations and promotes an open dialogue among all those involved in the educational process. This study also suggests directions for fairer educational policies and opens space for future research, such as the longitudinal evaluation of pedagogical practices and the development of systematic assessment instruments for the continuous improvement of educational practices.