This dissertation aimed to investigate how a pedagogical coordinator organizes the formative social
environment of teachers and possible implications of this formation for the knowledge and teaching
practices. Therefore, it was based on Vygotsky's theoretical-conceptual system and on the formulations
of scholars who investigate the pedagogical coordination theme. The research, of historical and cultural
nature, was configured within the aspects of the qualitative approach in a case study and was carried out
in the municipality of Marabá-Pará, in a school of the Initial Years of Elementary School. The study
was subdivided into two steps. In the first stage, the characterization of the locus of the research was
carried out, involving the choice of the institution, the contact with the participants and the obtaining of
the Terms of Free and Informed Consent. The second stage consisted of the follow-up of the training
work carried out by a pedagogical coordinator with the teachers. First, we sought to identify the social
relations lived by the coordinator to analyze how they explain their professional performance. Next, we
tried to identify the categories that express the ways in which it organized the social formative means of
teachers. Finally, a preliminary collaborative action was carried out with the coordinator. The production
of the information in this stage of the research occurred through semi-structured interviews, carried out
with the pedagogical coordinator and with teachers, observation of the formative processes, notes in
field diary and documentary analysis of the instruments that aided the pedagogical work. The results of
the study point out that the way the pedagogical coordinator organized the social formative means of
teachers had a direct relation with their concrete conditions of life. The formative processes were
organized based on their personal, professional and formative experiences and although they did not
translate the scientific of the pedagogical work, they were configured in significant moments of the
pedagogical thinking, to plan and to act. The study revealed that these formative processes have the
possibility to contemplate the specificities of the teaching work, to be guided by the training needs of
the teachers, to involve the teachers in the process of planning and execution of the training and to resignificate
the knowledge and teaching practices in a perspective of critical formation and
transformative. Collaborative action has shown that the theoretical categories created by Vygotsky for
a better understanding of the process of human formation, such as zone of proximal development,
obutchenie and social relations are relevant to the field of didactics, as far as the educational process is
concerned. These categories allow us to capture the contradictions of school practices and circumscribe
the real possibilities of overcoming the organization of pedagogical work. It is concluded that the
formative social environment organized by the pedagogical coordinator contributes in a significant way
to the improvement of the teaching work in what concerns the organization of the pedagogical routine.
However, there is a lack of a solid and critical theoretical base that guides the formative processes and
bases the educational work in a perspective of emancipatory education that allows the teachers to
recognize the epistemological bases that sustain their practices and, thus, to resignify their knowledge
and practices. The study suggests that the concept of a formative social environment, adapted from the
concept of an educational social way, developed by Vygotsky, is powerful for the understanding,
organization and accomplishment of teacher training work developed by the pedagogical coordinator in
schools.
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