A figura do coordenador pedagógico e o papel da escola na construção da identidade cultural

Abstract

The profession of pedagogical coordination receives a specific degree of importance through the social function that it exerts in being the articulator between the curricular proposals and the teachers of the institution in the pedagogical field, organizing together the reflection, the participation and the means for the implementation so that the school can fulfill its task in guaranteeing the right of all students to learn. In this sense, the present work intends to carry out a case study in a community quilombola in the taun of Garanhuns PE focusing on the educational management and the role played by the pedagogical coordination in the process of organization of educational work. Understanding Quilombola Education as a specific modality that must be contemplated in all its aspects in order to make possible a more just and egalitarian society, and therefore, the ethnic specificities of this social group require a differentiated work in the pedagogical coordinator, we seek to analyze what actions are performed by the school management especially in particular by the figure of pedagogical coordination for the process of construction of cultural identity. As results obtained it was possible to analyze that many are the limits and challenges faced by the coordinator in the attempt to develop his articulating function, fulfilling an important role being privileged actor in guaranteeing the right to quality in Quilombola Education.