The working conditions of the pedagogical coordinators of Early Childhood Education

This article examines the working conditions of the pedagogical coordinators of municipal institutions of seven municipalities of the South of Bahia, in the context of the public policies for Early Childhood Education. The research was conducted with participants of the continuing education course for pedagogical coordinators of Early Childhood Education, promoted by the extension project Fortalecimento e Articulação da Educação Infantil, at the State University of Santa Cruz/UESC, throughout the year of 2015. As the theoretical-methodological framework, the study opted for a dialectical reading, based on Gramsci’s studies, to understand the work of the pedagogical coordinators. As the methodological procedure, the study used a script of questions about working conditions, which was discussed during the course with the 22 coordinators. The results show that, despite the strong appeal toward the importance of training teachers to work in Early Childhood Education, there was no official incentive to the specific continued education of the pedagogical coordinators.