Currently, there has been a growing acknowledgement in the education field that the management of pedagogic processes has a direct influence on the quality of teaching and learning at schools.  In Brazil, the professional that performs such duty is called Pedagogic Coordinator (PC), a relatively new duty in official schools, managed by several governmental bodies. Thus, the presence of the PC at schools and the performance of the pedagogic process leadership have been revealing challenges to its specific practice, such as: the training required, the attributions, and the performance strategies that need to be overcome. The purpose of the research[1] that we now submit was to investigate the working conditions of PCs and their attributions within the school context in five regions of the country: North, Northeast, South, Southeast and Center-West.

The main questions of this research were: how are pedagogic coordination attributions structured and articulated in elementary, middle and high schools; what are the characteristics of the pedagogic coordinator’s profile and his perceptions, and what are his perceptions with respect to the work he performs.  The assumption that grounds these questionings is that, in the development of his activities, the subject builds his professional identity and identifies himself or not with the attributions granted by his role. This process of identity constitution interferes excessively with the work he develops.

Claude Dubar (1997) proposes a concept of identity as a process for constituting the subject, that, produced in the interactions with other people, in a permanent and dialectic movement, is characterized by tensions between what the subject is said he is and what the subject appropriates as his. This process occurs in a movement of identification and non-identification and differentiation. Or, as Dubar says, in a movement of attribution and belonging.

Dubar (1997) understands that, in the process of forming the identity, we concomitantly and continuously assume several identities, depending on the context in which we are, on the attributions made and on our identification or not with this context and attributions. While the attribution corresponds to the identity for the other, the belonging indicates the identity for yourself, and the tension movement is characterized exactly by the opposition between what the subject is expected to assume and be, and the subject's own will in being and assuming certain identity forms” (PLACCO, ALMEIDA E SOUZA, 2011, p. 239).

From these considerations of Dubar (1997), we thought about the PC identities within the context, recognizing the influence of the dynamics of attribution (by the school system, by the school organization and by the school educators) and belonging (by the adhesion or not of the PC to the school attributions or to the representations on the pedagogic coordination) in the identity constitution of these professionals.

[1] Supervision of Fundação Carlos Chagas ordered by Fundação Victor Civita.

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