THE CONTRIBUTION OF PEDAGOGICAL COORDINATION IN OVERCOMING STUDENTS’ LEARNING DIFFICULTIES: PERCEPTION OF TEACHERS IN A PUBLIC SCHOOL

Abstract

The pedagogical coordination acts in order to contribute and support the good development of school activities and when exercising the functions of articulation, training and transformation, it assumes the role of mediator on issues involving the curriculum and teachers, as well as questions aimed at students, parents and teaching staff, making evident the importance of their role in the school environment. Therefore, the objective was to identify through the teachers’ view, if the level of contribution of the pedagogical coordination has favored an efficient pedagogical practice. The study was developed at the Mãe Rainha Municipal Education Center and involved and involved eleven teachers who work in Elementary School I. It was found that the percentage of students with learning difficulties in literacy classes is considerable, but the pedagogical coordination contributes significantly to revert the gap in the students’ learning process. In general, the teachers consider that the actions developed by the coordination meet the needs of the teachers and students of the institution, and, although they have pointed out many positive points about the work of the coordination and stressed that the coordination should not have its function diverted, even if sporadically, however, they signaled that the level of contribution of the pedagogical coordination has favored an efficient pedagogical practice.