Training dimensions for a collegiate management: (auto) biographic experiences of pedagogy course coordinators

Abstract

This article aims to reflect on the praxis of Pedagogical Coordination developed in the Pedagogy course at a public university. The memories are organized in the political, pedagogical and technical dimensions of training reported by coordinators from the perspective of (auto)biographical narrative research as a theoretical-methodological investigation. The results presented contribute to understanding the importance of the training dimension of management, strengthening the history of the institution and revealing new management practices that influence the training of teachers. The conclusion we reached was that assuming the role of coordinator demands knowledge that, sometimes, the teacher has not yet built and this causes doubts and anxieties in the work that must be developed. Furthermore, the collaboration of peers is essential for carrying out a training process committed to the emancipation of subjects, building paths for initial and in-service training based on training principles that consider the concrete reality for carrying out the work. In this training experience, we built a dialogic, fair, dignified and solidary movement that was responsible for redefining paths, with a view to improving the decision-making process, amid the dialectic of contradictions and curricular and training issues that permeate management.