Pedagogical coordination and professional development of teachers in the pandemic context: discussions and future perspectives

The study aims to analyze how the professional development of teachers took place in the pandemic context along with the role of the pedagogical coordinator, considering public early childhood education institutions in the municipality of Sao Luis, Maranhao as the locus of investigation. The discussions are part of an empirical research, through bibliographic and documentary research and the application of semi-structured interviews carried out with two pedagogical coordinators working in this teaching stage. To this end, we anchored ourselves in authors such as: Domingues (2009, 2013); Garrido (2015), Santana (2020), etc. From the results obtained, it was found that remote teaching during the pandemic period had major impacts on the organization of pedagogical work, mainly due to the use of digital technologies. But, despite some negative points, it also led to the expansion of knowledge around technological tools, as well as union and cooperation between teachers and pedagogical coordinators, which became an important ally in the professional development of these teachers.