Abstract: The school constitutes a space for complete and effective learning, that is, a type of learning where from the curricular contents to the formation of citizens are studied. Currently, the school should be considered an educational environment that allows dialogue, freedom of expression, with harmonious and pleasant development, as education professionals work on themes related to culture and moral and ethical values. In this way, the work of the education professional presents political, pedagogical and collective commitment in order to execute the objective of forming citizens. For this, it is essential that there is a planning between teachers and pedagogical coordination. The objective of the research was to verify how the Pedagogical Coordinators organize and implement the continuing education, developed in the school environment and their knowledge about the articulation of the formation in the educational space, of the State Schools of Fundamental Teaching Final Years, of the Municipality of Belo Jardim – PE. The data collection instrument was a questionnaire, with questions involving the social profile and specific questions about the proposed theme, aimed at coordinators and teachers. The research was descriptive, with a qualitative and quantitative approach. The  schools surveyed have a policy of transparency towards their public and their action plan is inserted in the Pedagogical Political Project, a guiding document for the construction of a democratic and participatory school. When asked how the school’s operating rules are disclosed, everyone replied that they are through “communications and pedagogical meetings”. Managers are committed to offering the best for pedagogical coordination and for teachers. Through pedagogical meetings, the manager, coordinator and teacher discuss and monitor the teachinglearning process in order to meet the proposed teaching segments and achieve the teacher’s continuing education within the school, which usually takes place in meetings throughout the year. In general, Belo Jardim teachers mentioned that the coordinator’s work is fundamental and that they are always working together, with the Project Pedagogy proposal. The contents are worked in the school environment, in which the student becomes the protagonist and the knowledge produced comes from the perception and search for knowledge. Teachers are always provided with continuing education so that new knowledge can be applied in the classroom. Regarding the difficulties the Pedagogical Coordinator faces to plan and carry out the activities aimed at Continuing Education, at School A, the answers were diverse, including the lack of resources and an appropriate place to carry out the activities. formations. Therefore, the school as a privileged space of the teaching-learning process not only for students, but also and especially for the teachers who work there, can and should discuss the challenges they experience. Planning the continuing education of the pedagogical team is essential to carry out work that aims to optimize the space and time of pedagogical coordination as a privileged space for
the continuing education of teachers.

Keywords: Coordinator’s Role; Pedagogical Coordinator; Innovative Education; Continuous Formation.