THE PROTAGONIST ROLE OF PEDAGOGICAL COORDINATORS IN CONTINUING EDUCATION AMONG PEERS OF EARLY CHILDHOOD EDUCATION TEACHERS

Abstract

This article reports on a peer-based continuing education experience conducted within the Municipal Education Network of Brusque (SC), focusing on Early Childhood Education. The proposal was distinguished by the protagonism of pedagogical coordinators, who acted as trainers within the network, organizing and facilitating collaborative meetings among teachers. Grounded in authors such as Nóvoa (1992), Imbernón (2010), and Tardif (2002), the study reinforces the importance of teacher education situated in the school context, aligned with the National Curriculum Guidelines and the Common National Base Curriculum. Methodologically, this qualitative, basic, descriptive research used an experience report to analyze the effects of this formative practice. The meetings valued the exchange of knowledge, sharing of pedagogical projects, and collective reflection on themes such as affectivity, playfulness, infant communicative practices, and project-based methodology. As results, there was evidence of the strengthening of teacher identities, the redefinition of pedagogical practices, and teacher engagement in the formative process, as well as inspiration for new contextualized educational proposals. It is concluded that peer-based formation, led by pedagogical coordinators, constitutes an effective strategy for teacher professional development, promoting more humanized educational environments adjusted to children’s needs. The continuation and expansion of this model are recommended, recognizing coordinators as central agents in continuing education policies.