Desafios na gestão da coordenação pedagógica na EPT: um estudo no Colégio Estadual de Tempo Integral Ernesto Carneiro Ribeiro

Abstract

In Professional and Technological Education (PTE), the Pedagogical Coordinator acts as the manager of teaching and learning processes, bearing the expectations of mitigating academic failure and school dropout. At the Ernesto Carneiro Ribeiro Full-Time State High School, in Saúde–BA, a preliminary analysis of internal documents revealed a critical scenario in PTE, characterized by low enrollment, grade repetition, and high dropout rates in technical courses. It is believed that, in the face of these challenges, the coordinator can directly contribute to reversing this situation; however, gaps in initial training combined with an overburdened routine compromise their daily practice. Given this context, the central research problem guiding this study is: how is the role of the Pedagogical Coordinator in learning management within PTE conceived in the guiding documents of the public state education network of Bahia and in the internal documents of the aforementioned school? To answer this question, the general objective is to analyze the characterization of this role within the official and institutional normative frameworks. Specifically, this study aims to: map and analyze the duties prescribed in official documents of the state network and in the internal regulations of the aforementioned School Unit; contrast normative guidelines with the operational demands and challenges experienced in daily school routine; and develop a Formative Pathway that articulates theoretical and practical PTE knowledge with pedagogical coordination duties, aiming to strengthen their role in promoting comprehensive human development.