Professores iniciantes e os coordenadores pedagógicos na escola

The beginning of a teaching career is a period marked by tensions, uncertainties, and intense learning, which requires institutional support to foster the construction of a professional identity. In this scenario, pedagogical coordination assumes strategic relevance by articulating processes of reception, mediation, and training with early-career teachers. This article, of a theoretical and qualitative nature, analyzes the possibilities and challenges of pedagogical coordination in supporting teacher induction, based on references on the professional cycle, teaching apprenticeship, and professional development, in dialogue with academic productions carried out by the Study and Research Group on Formative and Educational Practices in Mathematics (GEPRAEM/UFSCar) and with institutional documents from the municipal education network in the context of this research. The analysis shows that pedagogical coordination can be a privileged link in the teacher professionalization process by favoring practices of reception, collective reflection, and in-service training. However, the limits imposed by bureaucratic overload, undefined roles, and hierarchical tensions compromise the effectiveness of this work. The conclusion is that institutional valorization of the role and the recognition of its formative dimension are necessary conditions for pedagogical coordination to contribute significantly to the induction and professional development of novice teachers.