THE READING AND WRITING OF THE QUILOMBO SCHOOLS OF GURUPÁ – PARÁ:

An appreciation of the perspective of pedagogical coordinators

Abstract

This study understands the functionality of pedagogical coordination as an essential foundation for the acquisition and improvement of literacy, based on the assumption of teamwork, planning, coordination, follow-up and guidance in the interpersonal performance of the actors involved. This article is part of the author's dissertation work with the general objective of investigating the relationship between pedagogical coordination and the processes of reading and writing in the second cycle of fundamental education in rural quilombola schools in the municipality of Gurupá - Pará. The methodology consists of field research, in which the data instrument was extracted through an interview among the participants. Thus, the analysis revealed notorious gaps in the main pedagogical attributions of the coordination, such as: lack of professional training, misunderstanding of their respective duties and lack of proposals with a collective bias, in which these absences make it impossible to have a significant educational process as an essential factor in the exercise of considerable literacy.