Gestão pedagógica na educação infantil. A voz das professoras de um creche pública brasileira

Abstract

Integrated in 1996 in the National Education system as a stage of Brazilian Basic Education, early childhood education takes place in daycare and preschools, depending on the child age. Many of these institutions are integrated in the municipal teaching systems. This article aims at contributing to the knowledge about pedagogical management in Early Childhood Education, focusing on the perspective of teachers from a daycare on the work of the pedagogical coordinator and their articulation with the pedagogical practices developed by them. The research developed is of a qualitative nature and uses documentary analysis, participant observation and interviews with the pedagogical coordinator and four teachers. The data collected accounts for a coordination centered on day-to-day management focused on administrative tasks, supporting the daycare operation, in aspects such as food and safety, and communication with families. Regarding the coordination of the pedagogical work carried out by the teachers, the pedagogical coordinator prepares the monthly planning, without participating in its implementation, but helping those teachers that seek support. The pedagogical coordination is perceived by the teachers as non-communicative and does not promote professional learning in peer interaction.