Metodologias ativas como práticas do coordenador pedagógico frente aos desafios da COVID-19

Abstract

This study addresses the practices of the Pedagogical Coordinators of schools. The study was developed based on the following research problem: how does the Pedagogical Coordinator monitor the teaching and learning of students in times of COVID-19? Has the methodology used brought good results? And what psychological impacts has the Pedagogical Coordinator suffered? The objectives of the research were to analyze the pedagogical practice and the methodology used by the pedagogical coordinators amid the perspectives and impacts caused by the COVID-19 pandemic. For a better understanding, the following specific objectives were devised: to analyze the challenges encountered by the Pedagogical Coordinator in the teaching process during the pandemic, to verify whether the active methodologies brought positive effects and to analyze the psychological impacts suffered by the pedagogical coordinator due to the new teaching measures due to the COVID-19 virus. The study was based on my daily routine as a non-mandatory internship, amidst the different actions carried out in school management during the pandemic in the educational context in which I found myself, I felt the need to research and provide answers to my concerns about how the same functions were performed in other institutions and the monitoring of coordinators when it came to student learning during the pandemic situation that the world finds itself in. This led me to reflect on how the actions of the pedagogical coordinator - CP are actually being developed, and what their challenges are, given that a large part of the school depends on management