Overview

The research addresses the complexities of the role of the pedagogical coordinator, exploring the administrative and pedagogical challenges faced by these professionals and proposing strategies to strengthen their performance. The work is based on a historical and theoretical analysis that contextualizes the evolution of pedagogical coordination in Brazil, highlighting its transition from a technical role to a formative, collaborative and transformative function, in line with the principles of democratic management. The study adopts a qualitative and exploratory approach, based on a careful literature review, which selected empirical and theoretical studies published in the last decade. This methodology allowed us to identify the main challenges faced by pedagogical coordinators, such as the overload of administrative tasks, the lack of clear delineation of responsibilities between coordinators and principals, resistance to change on the part of the teaching staff and the lack of material and technological resources for the implementation of innovative practices. In addition, the impact of organizational culture and school climate on the effectiveness of pedagogical management is highlighted.

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