Postura interdisciplinar: o coordenador pedagógico e os desafios da sua atuação

Abstract

This study aimed to discuss how the interdisciplinary role of the pedagogical coordinator is configured within Basic Education in the state of Bahia. It is a qualitative, explanatory research study based on bibliographic and documentary research. The analysis relies on theoretical contributions from authors such as Gadotti (1995), Fazenda (1998; 2011), Morin (2005), Freire (2015), Thiesen (2008), and Placco, Almeida, and Souza (2011), who discuss interdisciplinarity, teacher training, and pedagogical practice, as well as on normative documents of Basic Education in Bahia, among which the Statute of the Teaching Profession, the School Regulations, and the methodological guidelines for the (re)elaboration of political-pedagogical projects in light of the Bahia Reference Curriculum Document stand out. The results show that, in the context of Basic Education in Bahia, the interdisciplinary stance of the pedagogical coordinator is constituted in a collective, procedural, and contextualized way, articulating the formative processes, the curriculum, and the organization of pedagogical work. It was also found that, although official documents do not directly explain the configuration of this stance, they recognize the articulating, formative, and mediating role of the pedagogical coordinator in promoting interdisciplinarity. It is concluded that the implementation of interdisciplinarity demands the constitution of a professional stance sustained by sensitivity, engagement, and personal and professional commitment, contributing to integrative pedagogical practices and the integral formation of students.