PEDAGOGICAL COORDINATION IN THE EARLY YEARS OF LEMENTARY EDUCATION: Challenges and Possibilities in Times of Remote Learning

Abstract

This study examines the role of pedagogical coordinators in early elementary education duringremote learning amid the Covid-19 pandemic, focusing on experiences in São Luís de MontesBelos, Goiás. Using a qualitative approach, it combined literature review, document analysis,and field research, surveying nine municipal coordinators online. Grounded in works by Peres(2020), Prado (2012), Sarmento (2009), and Vasconcellos (2019), it traces the evolution ofpedagogical coordination in Brazil from the supervisory role (Law 5.692/1971) to a collaborativefunction under the LDB (Law 9.394/1996). The shift from technical-administrative oversight to afocus on teacher training and democratic management is highlighted, though lack ofprofessional regulation and administrative overload hinder effectiveness. Locally, Law1.862/2010 defines the coordinator’s supportive role, yet initial training at UEG - West Campuslacks emphasis on school management. The pandemic revealed challenges like technologicaladaptation, unequal digital access, and interaction difficulties. Field data showed 67% struggled with technology, 78% accessed training, but 22% did not, indicating disparities. Key issuesincluded low student engagement and teacher limitations, while positives involved learningprogress. The study calls for enhanced training and policies to strengthen coordinators’ roles ininclusive, effective school management.