A FORMAÇÃO DO PEDAGOGO E SUA ATUAÇÃO NA COORDENAÇÃO PEDAGÓGICA: UM ESTUDO DA MATRIZ CURRICULAR DO CURSO DE PEDAGOGIA

Abstract

This dissertation is part of the research line "Education, Institutions, and Educational Policies" (EIPE) in the Graduate Program in Education (Stricto Sensu) at Mais University Center (UNIMAIS). It addresses the training of educators and their role in pedagogical coordination through an analysis of the curriculum matrices of Pedagogy courses from three public higher education institutions (HEIs) in the state of Goiás. The main objective is to understand the formation of educators and their role in pedagogical coordination based on the study of the curriculum matrices of the Pedagogy courses at the Federal University of Goiás (UFG) – Goiás and Goiânia campuses – and the State University of Goiás (UEG) – Anápolis University Unit. The specific objectives are: to present the formation of educators, addressing historical and legal aspects, as well as their contributions to pedagogical coordination; to identify, in the curriculum matrices of the mentioned universities, the subjects aimed at training pedagogical coordinators; and to understand the current challenges of this professional’s role in basic education schools. The research adopted a qualitative approach, using bibliographic and documentary research methods. Institutional documents such as curriculum matrices, syllabi, and Pedagogical Course Projects (PCPs) from the three selected HEIs were analyzed. Data collection was carried out on the official websites of the universities, and the data were organized and coded to identify patterns and trends. The comparative analysis of the three HEIs revealed that, although there are similarities in the curriculum guidelines, there are significant differences in pedagogical approaches and formative emphases. The institutions presented variations in the number of hours dedicated to specific subjects, the offer of elective courses, and the integration of theory and practice, reflecting different conceptions of teacher training. It is concluded that the training of educators should be solid and aligned with the contemporary demands of education, particularly concerning pedagogical coordination. The analyzed curriculum matrices highlight the need for training that addresses local realities and promotes quality education, emphasizing the importance of continuous and integrated training with school practices.