Prática Pedagógica de Professores(as) Pedagogos(as) no Ensino Médio: desafios ao processo humanizador

This article is based on a thesis developed within the Postgraduate Program in Education. The research examines the transformations resulting from dialogical pedagogical practices mobilized by pedagogical teachers in regular secondary education in state public schools linked to the Regional Education Center of Ponta Grossa, Paraná. The study analyzes the educational policies of the New Secondary Education program from the perspective of pedagogical practice (Souza, 2016) and dialogicity (Freire, 1969, 2021a, 2021b, 2021c). Data collection involved consulting institutional documents and conducting semi-structured interviews with 11 pedagogical teachers from 10 schools located in the municipalities belonging to the aforementioned Center. The results indicated that dialogical pedagogical practices have the potential to consolidate humanization processes in the school environment by promoting meaningful formative bonds. On the other hand, they indicate that the public policies of the New High School have contributed to the rigidity of school routines, by rigidly delimiting pedagogical practices, thus reducing the emergence of critical stances in the daily life and management of the schools analyzed.