A Coordenação Pedagógica como Agente de Formação Continuada na Implementação da Lei nº 10.639/03 numa Unidade de Educação Básica do Município de Paço do Lumiar-MA.

Abstract

The research deals with the Pedagogical Coordination as an agent of continuous formation in the implementation of the Law 10.639 / 03. The general objective of the research was to build a Guide for Pedagogical Guidelines to support continuing education at the Olavo Melo Basic Education Unit in light of Law No. 10,639 / 03. The textual organization of the research was structured in five sections, including the introduction and the final considerations. The study begins by discussing the historical course of Law No. 10.639 / 03. Then, a dissertative description was made about the comprehension of continuing formation in the historical, epistemic and axiological perspectives. After the sections, considered more bibliographic, the research discussed the empirical part. This was materialized by a section, which was subdivided into four subsections. In the first subsection we gave a description of the research scenario. In the second subsection we describe about the research methodology. In the third subsection we discuss our analyzes and interpretations of the answers of the research subjects. In the fourth subsection we discuss the intervention, which was materialized through the Pedagogical Guidance Guide, which was the product of the research. To develop the research, we start from the following question: How can continuing education contribute to the implementation or implementation of Law No. 10,639 / 03 in the Olavo Melo Basic Education Unit? The main bibliographic sources used were: Candau (1996; 2001); Schön (1992); Costa (2004); Tanuri (2000); Demailly (1992); Oliveira (2016); Munanga (2006) and Gomes (2003, 2005). The research was constituted through an instrumental case study. The research subjects were the general and assistant managers, a pedagogical coordinator and three teachers. The data collection instruments were non-participant observation and structured interview. The representative forms of data analysis and interpretation were response tables and graphs. The research concluded that pedagogical coordination is a fundamental part in the development of continuing education based on the assumptions of ethno-racial relations is urgent, given that several teachers did not receive adequate training for its realization, thus requiring a professional articulator of such formations.