THE PEDAGOGICAL COORDINATOR AND CONTINUING TRAINING IN SERVICE OF THE TEACHER IN CAREER

This article takes into account the beginning of the career of Basic Education teachers and the role of the pedagogical coordinator in their insertion in the school. It aims a reflection on the times, spaces and available resources within the school and also the role of the pedagogical coordinator in the in service training processes, which allow the emerging teacher moments to reflect on the development of the classes that he teaches, the relationship with his peers and with students, among other aspects. Therefore,a bibliographical research was carried out on the beginning of teachers' careers and on pedagogical coordination in Basic Education schools (Huberman,1995; Esteves, 1995; 2012; Pimenta, 2002; Silva, 1997; Tardif, 2004). It was found that the "shock with reality"experienced by teachers in the initial moments of their pedagogical practice can be softened by the mediation of pedagogical coordination, which seeks to support the young teacher and help him find ways to overcome the dead locks he faces in this initial stage of his profession.