PEDAGOGICAL COORDINATION ADVICE TO BEGINNING TEACHERS IN BASIC EDUCATION: A LONGITUDINAL STUDY

Abstract

The article is the result of a longitudinal research that aimed to identify the training needs of pedagogical teachers starting in the teaching career, to initiate reflective processes about the difficulties pointed out and to encourage the advice of the pedagogical coordination with the beginning teachers working in a public school in the interior of Mato Grosso, Brazil. The investigation is supported by studies by authors consolidated in the field of teacher training such as Garcia (1999; 2008, 2009), Huberman (2000), Marcelo and Vaillant (2012), Rodrigues (2006), Uerta (2009) among others. The methodology is narrative (Souza and Cabral, 2015; Rodrigues, 2006), with a longitudinal study and data collection carried out in 2 moments: 1) in 2014 with the use of autobiographical narratives (written and oral) of training collected through memorials and formative meetings dialogued between the beginning teachers, pedagogical coordination of the investigated school and the researchers involved, 2) in 2024 with narrative interviews focusing on the reflection on the experience acquired with the advisory process during the initiation to teaching by teachers and pedagogical coordination, considering the period of a decade (2014 to 2024). It is concluded that re-signifying the experience through advice to beginning teachers, involving reflective training processes focused on training needs, improves the professional performance of both teachers and pedagogical coordination and corroborates the permanence of teachers in the career.

DOI: https://doi.org/10.56238/sevened2025.011-042