ABSTRACT

The role of the pedagogical coordinator in Inclusive Education: trajectory sees

practice for meaningful teaching

Inclusion as a complex social phenomenon is configured for diversity, it

essentially depends on planning, training the agents involved, trained and
oriented in pedagogical issues. In this way, we approach the importance of the
role of the pedagogical coordinator, of his contribution, the intentionality of the
work organized in Inclusive Education and its inclusive processes in the
teaching-learning process of students. This work aimed to analyze the factors
that hinder the performance of the pedagogical coordinator regarding its
articulation with the professionals responsible for the process of social inclusion,
aiming at the improvement and quality in the attendance to students with
Special Educational Needs. The investigation was carried out through field
research in three schools in the municipal network of the municipality of
Parintins-AM. The methodology was based on field research with the
application of Interviews / Questionnaire with semi-structured questions,
resulting, therefore, in quantitative data and conducted by a qualitative analysis.
We highlight the importance of inclusive education and the context of the role of
the pedagogical coordinator and their contribution to the actions and practices
in special education in the perspective of inclusion. Thus, the Leader,
articulator, guiding mediator of teachers in inclusive processes and in the
teaching-learning process of students.

Keyword: Role of the Pedagogical Coordinator; Practices; Inclusive education.