EJA Pedagogical Coordinator

identity and practice in public schools in the state of Maranhão

Abstract

This article aims to analyze the identity and practice of pedagogical coordinators who work in Youth and Adult Education (EJA), in Maranhão. It stems from a research conducted with pedagogical coordinators who work in the cities of Rosário/MA and Santa Inês/MA and who were part of the first group of graduates of the specialization course in pedagogical coordination in the state. Anchored in a qualitative bibliographic-documentary and field research, the following studies were used as theoretical and methodological support: Becker and Keller (2020); Di Pierro et. al (2001), among others. And, for data collection, a semi-structured interview was used. In view of the results obtained, it was found that there are weaknesses in the identity and practice of the pedagogical coordinators who work in EJA, requiring greater investments in their training and better working conditions so that the performance in this teaching modality is effectively qualified and contributes to the training of young people and adults in the schools researched.