Implications of in-service continuing education promoted by school coordination for the qualification of teaching practice in Early Childhood Education

In this article, we aim to identify how in-service training promoted by school coordination qualifies the pedagogical practice in Early Childhood Education centers. It is based on a qualitative study whose participants are school coordinators and teachers of 12 units of Blumenau/SC, in Brazil. We conducted narrative interviews with the school coordinators, from which data were collected, along with documents gathered. We also conducted circle conservations with the teachers where the school coordinators work. Our results show that such trainings enable breakthroughs: by enabling reflection on practice, collaborative work, and changes in planning and practice. The challenges elicited are the maintenance of the group of teachers, the approximation of school coordinators to teaching work, and the school coordination's triple function: articulation, training, and transformation. We recommend rethinking the school coordination's attributions, emphasizing the training function, its training, and self-training.