Performance of pedagogical coordination: implications in the teaching-learning processes in inclusive education

This article, resulting from a case study with a qualitative approach, aimed to analyze the practice of pedagogical coordination in the context of Special Education, focusing on the relationship with the teacher of the Multifunctional Resource Room, from the observation of attendance to a student with Down syndrome, in a municipal school in Natal/RN. It sought to evaluate the role of the pedagogue, as coordinator, to carry out this task in practice. As data collection instruments, semi-structured interviews were carried out with the pedagogical coordinator and the SRM teacher and the observation of the care of a student with Down Syndrome in the second half of 2019. As a data analysis technique, we used content analysis. The main findings of the research pointed out that the coordinator, as he assumes several functions, loses focus on his pedagogical attributions and that there is a detachment from subjects aimed at people with disabilities. In addition, the study reveals a training need for educational agents to assist students with disabilities and a greater dialogue between SRM teachers, regular classes, and pedagogical coordination.