The field of action of the Pedagogue in Middle School in São Mateus/Espírito Santo: between official guidelines, teaching, and daily school life

Abstract

This text is an expanded summary of dissertation was submitted to the Postgraduate Program in Teaching in Basic Education at the Federal University of Espírito Santo – North University Center of Espírito Santo, as a prerequisite for obtaining a Master's degree, in the research area: Teaching, Society and Culture. This research aimed to investigate and understand the field of action of the Pedagogue in the final years of elementary school in the public school system of São Mateus/Espírito Santo, when working collaboratively with the teacher of the Art curriculum component to develop pedagogical practices in dialogue with the daily lives of students, in the context of the Municipal Elementary School “Vereador Laurindo Samaritano”, Litorâneo neighborhood. Regarding methodological aspects, we classify the research as follows: pure nature, qualitative approach, exploratory objective, and it integrated documentary research and field study techniques. We theoretically referenced this research based on the book “Pedagogy and Pedagogues, for what purpose?” From José Carlos Libâneo (2009), “Teacher Knowledge and Professional Training” by Maurice Tardif (2002), “The School Day as a Community of Affections” by Janete Magalhães Carvalho (2009), and the article “Research with the Everyday” by Carlos Eduardo Ferraço (2007). The results of the analysis of the material produced in the field and the discussions presented throughout this study indicate that the field of action of the Pedagogue in the context of the municipality of São Mateus/Espírito Santo is guided by official guidelines that are consistent with the guidelines of the State and the Union. The analysis of the material revealed a theoretical and practical field where professionals with initial training in Pedagogy historically encounter challenges in developing a professional identity. By investigating the practice of art teachers from the perspective of Maurice Tardif's (2002) concept of teaching knowledge, we understand that professionals develop teaching practices in the daily school routine that mobilize knowledge derived from professional training, disciplinary knowledge, curricular knowledge, and experiential knowledge. Understanding pedagogical practice by considering the networks of daily relationships developed by those who practice it, the general and specific elements that are interposed between the school and teaching practices, and the structural conditions of the school unit, making evident the relationships between these elements and the teaching-learning practices developed daily, allowed for an analysis where the contradictions present in the school unit highlighted the challenges that commonly permeate the reality of public education in Brazil.