THE TURNOVER OF PEDAGOGICAL COORDINATION AND ITS IMPLICATIONS IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This article presents the results of research developed within the scope of a Master's degree in Education. Therefore, its general objective is to understand the implications of the turnover of the pedagogical coordinator and its impacts on the quality of formative actions in municipal public schools in the initial years of elementary education. The research problem was: What are the consequences of pedagogical coordinator turnover in schools within a municipal education system? The research adopted a qualitative approach, integrating bibliographic and documentary research and the administration of a semi-structured questionnaire to eight pedagogical coordinators. The theoretical framework was based on authors such as Placco and Almeida (2012), Libâneo (2020), Saviani (2015), and Lück (2021), articulating discussions on the role, responsibilities, and implications of the functional instability of these professionals. The results show that turnover compromises the continuity of the Political-Pedagogical Project, weakens teacher training, weakens the bond with the school community, and stems, above all, from the way the position is filled, which is mostly temporary and without guarantees of tenure. It is concluded that the absence of municipal public policies aimed at the stability and appreciation of pedagogical coordinators has a direct impact on the quality of education, making it essential to adopt institutional measures that ensure transparent selection criteria, stability, and adequate working conditions.