The Role of Pedagogical Coordination in the Continuing Education of Teachers in Bilingual Education Contexts

Amanda Veloso Faria; Daniel Dos Santos

DOI: 10.22167/2675-6528-202602639

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The expansion of bilingual education in prestigious languages in Brazil, predominantly associated with English as an additional language, has intensified in recent decades, driven by social, educational, and market demands. The study analyzed the role of pedagogical coordination in the continuing education of teachers working in this context, identifying their main training needs and the institutional challenges related to teacher professional development. The research, with a qualitative approach supported by quantitative data, of an exploratory and descriptive nature, used documentary analysis and two structured questionnaires, answered by 176 teachers and 47 academic leaders. The results revealed the predominance of participants working in the private sector, a greater concentration in Early Childhood Education and the early years of Elementary School, and gaps in specific training for working in bilingual contexts. It was found that 41.5% of teachers did not have specific complementary training in the area, and 64.8% reported having participated in continuing education activities focused on bilingual teaching in the last two years. Institutionally, 38.3% of academic leaders indicated the occurrence of monthly training sessions, with teachers’ lack of time (59.6%) and budgetary limitations (53.2%) being the main challenges. Training needs extended beyond linguistic proficiency, encompassing theoretical knowledge about bilingualism, methodological aspects, planning, and curriculum articulation. The findings reinforced the importance of continuous, contextualized, and institutionally mediated training processes, in which pedagogical coordination can play a strategic role in articulating teacher needs and institutional conditions for professional development.

Keywords: Pedagogical coordination; Teacher professional development; Bilingual education; Continuing education; Prestige languages.

1. Introduction

In the contemporary global scenario, proficiency in a lingua franca, such as English, has become an essential requirement for individuals’ social and economic integration. Mastering an additional language not only expands access to information but also fosters intercultural communication and enhances academic and professional opportunities, playing a fundamental role in active participation in society.

In recent decades, bilingual education has experienced significant expansion in Brazil, driven by technological advancements, studies on language learning, and new demands from the job market. This movement is particularly notable in the private sector, where prestigious bilingual language programs, with English as an additional language, offer pedagogical proposals based on linguistic immersion and the integration of curricular content.

The historical appreciation of English teaching in Brazil, often associated with social and professional advancement, contributes to the intensification of this educational model. As pointed out by Megale and Liberali (2016), the English language occupies a central position as a means of global circulation, being recognized as an instrument of social inclusion in the Brazilian context. This market dynamic reinforces the expansion of prestigious bilingual education.

The growth of this educational model reflects social and economic transformations, but also raises the need to problematize the conditions under which this expansion occurs. This refers, in particular, to the quality of pedagogical practices and the training of professionals working in this segment. Fontoura (2024) highlights the frank expansion of the prestigious bilingual education market, with institutions incorporating it and families prioritizing schools with integrated curricula and intentional English teaching.

The expansion of bilingual education also highlighted the need to establish parameters for the organization of these institutions. In 2020, the National Education Council approved Opinion CNE/CEB No. 2/2020, which establishes the National Curriculum Guidelines for the offering of Plurilingual Education. This document proposes parameters for the organization of the offering, teacher training, and professional proficiency.

In this context, the demand for qualified educators to work in bilingual teaching contexts emerges. Pedagogical training, combined with linguistic proficiency, is an essential dimension, considering the specificities of linguistic development and learning in immersion environments. However, specific training for this role is still limited in Brazil, often being assumed by the educational institutions themselves (El Kadri, 2024).

This reality points to the need for continuous and more structured training processes, capable of meeting the specific demands of bilingual education (Megale; Liberali, 2016). Teachers’ training needs go beyond linguistic proficiency, encompassing theoretical knowledge about bilingualism, methodological aspects, planning, and curricular articulation. In this context, pedagogical coordination assumes a strategic role as a mediating agent in the organization and strengthening of these training processes (Perini; Barretto, 2024).

This research focuses on bilingual education of prestige languages, predominantly associated with English as an additional language, and is justified by the need to understand how pedagogical coordination can contribute to the continuing education of teachers working in this segment, promoting training processes that articulate the development of linguistic proficiency and pedagogical competencies. Thus, the objective of this study is to analyze the role of pedagogical coordination in the continuing education of teachers working in bilingual education of prestige languages, identifying their main training needs and the institutional challenges related to teacher professional development.

2. Material and Methods

This research was characterized as a qualitative study, supported by quantitative data, of an exploratory and descriptive nature. The analytical focus was on the perceptions of teachers, pedagogical coordinators, and school administrators, referred to as academic leaders, regarding the demands and possibilities of continuing education for professionals working in contexts of bilingual education of prestigious languages, predominantly associated with English as an additional language. The study also sought to understand the role of pedagogical coordination in mediating these training processes.

The qualitative approach was employed to enable the understanding of social phenomena from the interpretations of the subjects involved, as highlighted by Minayo (2014). The quantitative dimension, in turn, was used to support the characterization of the participants’ profile and the identification of trends and recurrences in the responses obtained. The investigation started from the growing demand for qualified professionals to work in bilingual education in the Brazilian context, with an emphasis on the segment of prestige languages, predominant in the private sector.

In this sense, we sought to identify gaps and trends present in school contexts, aiming to contribute to the understanding of the formative demands and institutional challenges related to the continuing education of bilingual teachers. According to Gil (2019), exploratory research aims to provide greater familiarity with the problem, while descriptive studies aim to characterize a given phenomenon or population.

As part of the research design, a documentary analysis was carried out on Opinion CNE/CEB No. 2/2020, which presents the National Curriculum Guidelines for the offering of Plurilingual Education in Brazil (Brazil, 2020). The objective was to understand the parameters related to teacher training in this context. Documentary analysis constitutes a research strategy in social research, allowing the understanding of normative and institutional contexts, as pointed out by Chizzotti (2017).

The analysis of the document made it possible to establish relationships between the parameters foreseen for teaching performance in bilingual contexts and the data produced from the questionnaires. This methodological stage was fundamental to contextualize the collected information and to support the discussion on the training and proficiency of professionals in the scenario of bilingual education of prestigious languages.

Data collection was carried out at two distinct times. The first occurred between July 23 and August 20, 2025, with the participation of educational professionals working in bilingual educational institutions in different regions of Brazil. In the first stage, 99 teachers and 29 academic leaders participated, totaling 128 respondents.

Subsequently, with the objective of expanding the number of respondents and strengthening the analytical scope of the research, the instruments were reapplied in the period from April 13 to 19, 2026, maintaining the same dissemination criteria and the same target audience. After the reapplication, the total sample was expanded to 176 teachers and 47 academic leaders, including pedagogical coordinators and school managers.

The increase in the number of participants contributed to a more diversified understanding of the profiles and perceptions present in the sample, as well as to the deepening of the analysis of the produced data. In descriptive research, Sampieri, Collado, and Lucio (2013) highlight the relevance of the participation of a larger number of subjects for the identification of trends and for the development of more consistent analyses.

Minayo (2014) emphasizes that, in qualitative research with quantitative data support, the diversity of subjects’ experiences and perceptions contributes to the understanding of the investigated phenomena. Thus, the reapplication of instruments constituted a methodological strategy that expanded the dataset and favored the analytical depth of the investigation.

The data were collected through the application of two structured questionnaires, created on the Google Forms platform and disseminated in WhatsApp groups composed of professionals in the field of bilingual education, of which the researcher is a part. The use of questionnaires as a data collection instrument is widely adopted in social research as it allows direct access to participants’ perceptions, as indicated by Sampieri, Collado, and Lucio (2013).

The dissemination strategy allowed us to reach participants from different regions of the country, including professionals working in capitals and inland cities. The first questionnaire was aimed at teachers working in Early Childhood Education, Elementary Education, and High School, in contexts of bilingual education of prestigious languages.

The instrument for teachers included closed and semi-open questions related to academic training, time of experience in bilingual education, English proficiency level, language certifications, participation in continuing education programs, use of active methodologies, and perceptions about training needs.

The second questionnaire was aimed at pedagogical coordinators and school managers working in bilingual institutions. This instrument also consisted of closed and semi-open questions, with the objective of identifying institutional strategies for the continuous training of teachers, including the frequency of training, the themes addressed, the forms of monitoring teaching practice, the incentive for the development of linguistic proficiency, and the main challenges faced in the implementation of training programs.

The research sample consisted of participants who voluntarily responded to the questionnaires, without nominal identification, ensuring the anonymity of those involved. Participant selection occurred by convenience, considering the researcher’s access to professional groups in the educational field. The respondents’ profile showed diversity regarding geographical region, area of practice, academic background, and professional experience, allowing for the analysis of different profiles and contexts of practice present in the investigated sample.

The collected data were organized and analyzed in an integrated manner, considering the qualitative approach of the research and the support of quantitative data. The answers to the objective questions were organized by means of frequencies and percentages, allowing the characterization of the participants’ profile and the identification of trends and recurrences in the responses.

The open-ended responses, originating from the semi-open questions, were analyzed interpretatively, based on the identification of recurring patterns and themes. This procedure made it possible to understand the perceptions, challenges, and training needs of the professionals investigated. For organizational purposes of the analysis, the data were structured into three thematic axes, defined from the main categories investigated in the questionnaires: Participant Profile; Training Challenges and Needs; and Role of Pedagogical Coordination.

The organization along these axes enabled the integrated analysis of responses from faculty and academic leaders, fostering the articulation between participant characteristics, their training demands, and institutional strategies related to continuing education. The analysis was conducted in light of theoretical references on bilingual education of prestigious languages, teacher training, and the performance of pedagogical coordination, as well as the document used as a reference for the organization of plurilingual education in Brazil.

This approach made it possible to articulate empirical data with theoretical discussions and parameters related to teaching performance in this teaching modality. Furthermore, the research respected the ethical principles related to the participation of human beings, ensuring the anonymity of participants and the use of data exclusively for academic purposes.

The respondents were informed about the research objectives at the time of completing the questionnaires, formalizing consent through voluntary participation. The research is classified as an opinion survey with unidentified participants, therefore being exempt from submission to the Ethics Committee, according to CNS Resolution No. 510/2016.

3. Results and Discussion

The analysis of the collected data allowed for an in-depth understanding of the characteristics of professionals working in bilingual education of prestigious languages, as well as the training needs and institutional challenges faced. The results were organized into thematic axes that address the participants’ profile, training demands and implementation obstacles, and the strategic role of pedagogical coordination in mediating these processes. This integrated approach made it possible to articulate the perceptions of teachers and academic leaders, revealing a complex and multifaceted panorama of professional development in this educational segment, as discussed by Minayo (2014) on the relevance of diverse experiences in qualitative research with quantitative support.

Bi/plurilingual education in Brazil, as evidenced by the analysis of Opinion CNE/CEB n° 2/2020 (Brazil, 2020), is in a scenario of accelerated expansion, especially in the private sector and with a focus on prestige languages. This normative document serves as a crucial reference for the organization and qualification of the segment, although Reis, Barleta, and Souza (2022) point out tensions when prioritizing, at times, the development of linguistic competencies over social and cultural dimensions that historically underpin bilingual education. The incorporation of these guidelines by the education systems may vary, generating heterogeneous practices and reinforcing the need for continuous guidance.

Opinion CNE/CEB No. 2/2020 represents a significant advancement by recognizing Brazilian linguistic diversity and broadening the understanding of bilingual education beyond prestige languages, including contexts such as indigenous and deaf education. This inclusive perspective aligns with contemporary approaches that view bilingualism as a dynamic and socially situated phenomenon (García, 2009; Megale, 2019). However, the present study, by focusing on bilingual education of prestige languages, acknowledges that this segment is predominantly associated with English and market dynamics, which, according to Megale (2025), can generate tensions between the valorization of the global language and the consolidation of an educational model with a market-oriented bias.

In the field of teacher education, the Guidelines establish specific requirements, such as higher education, complementary training in bilingual education, and proof of proficiency in the additional language. However, the literature indicates that these parameters have not yet been fully realized in the Brazilian reality. Medeiros and Borges (2022) and El Kadri, Saviolli, and Molinari (2022) highlight that initial training in undergraduate degrees is insufficient for the specificities of bi/multilingual teaching, leading many teachers to seek complementary training on their own initiative or to depend on the schools themselves. This training gap underscores the importance of continuous and structured processes, in which pedagogical coordination can act as a mediator, as pointed out by Perini and Barretto (2024).

Participant Profile

The analysis of the participants’ profile revealed a predominance of professionals from the Southeast region, with 64.2% of teachers and 66% of academic leaders. This concentration may be related to the greater availability of bilingual education in prestigious languages in this region, although the convenience sample and the economic relevance of the Southeast (IBGE, 2022) also influence this data. The geographical distribution, therefore, does not allow for generalizations about the entirety of bilingual education in the country, but reflects the reality of the investigated sample.

Regarding location, a balance was observed between the interior and the capital for the faculty, with 50.6% working in the interior and 49.4% in the capitals. Among academic leaders, the concentration was higher in the capitals (59.6%), although the interior also shows significant participation of 40.4%. This data corroborates the expansion of the bilingual education market, which is not restricted only to large urban centers, as already highlighted by Fontoura (2024). The presence of professionals in different locations indicates the capillarity of the prestigious bilingual teaching model.

The predominant field of activity for both groups was the private network, with 97.2% of teachers and 95.7% of academic leaders working in this context. This expressive majority in the private sector reinforces the still elitist nature of bilingual education in prestigious languages in Brazil, a characteristic discussed by Carvalho and Bona (2024) and Megale and Liberali (2016). Such a scenario underscores the need for policies that seek to democratize access to this teaching modality, although this was not the main approach of the present study.

Regarding academic background, Pedagogy was the predominant area among teachers (66.5%) and leaders (72.3%). Among teachers, degrees in Letters – Portuguese/English (25%) and Letters – English (18.8%) also stood out. Academic leaders showed greater training diversity, with 51.1% in Letters and 8.5% in Administration, which may indicate the incorporation of managerial skills in the school context, as suggested by Libâneo (2013). This diversity reflects the complexity of the functions performed by these professionals.

Regarding complementary training in the area of bilingual education, significant gaps were identified, especially among teachers, of whom 41.5% lacked specific training. Among academic leaders, this percentage was lower, at 17%, with 66.0% holding postgraduate degrees in the area. These data indicate greater specialization among leaders, but also point to the need to expand specific teacher training, aligning with the weaknesses in teacher training for bilingual contexts in the country, as observed by Medeiros and Borges (2022).

The experience in bilingual education showed a relatively balanced distribution among teachers, with 25.6% having between one and three years and 25% between three and five years of practice. Among academic leaders, the concentration was higher for those with one to three years of experience (31.9%), followed by those with more than ten years (25.5%). This panorama suggests that the recent expansion of bilingual education in Brazil has demanded the inclusion of new professionals and leaders, which aligns with Imbernón’s (2011) perspective on continuous professional development.

Regarding the area of operation, Early Childhood Education and the initial years of Elementary School concentrated the majority of professionals. Among teachers, 54% worked in Early Childhood Education and 46.6% in the initial years, while among leaders these percentages were 70.2% and 74.5%, respectively. This concentration in the initial stages of schooling can be attributed both to the relevance of early exposure to the additional language, as pointed out by García (2009), and to the recent expansion of the sector, as highlighted by Fontoura (2024), indicating a growing demand for qualified professionals at these levels.

Self-reported linguistic proficiency revealed a predominance of advanced levels in both groups, being more pronounced among academic leaders. Among the faculty, 43.2% declared C1 level, followed by 24.4% at B2 and 18.2% at C2. Among the leaders, 40.4% indicated C1 and another 40.4% indicated C2. This difference is reflected in formal proficiency certification, where 58.5% of faculty did not have certification, while 38.3% of leaders also did not have it, evidencing a relevant institutional gap, considering the parameters of Opinion CNE/CEB No. 2/2020 (Brazil, 2020).

In general, the analysis of the participants’ profile, encompassing both faculty and academic leaders, revealed a scenario of expansion in bilingual education of prestigious languages, predominantly in the private sector and in the Southeast region. The need for more specific training for faculty and the importance of formal proficiency certification were observed. These findings corroborate Nóvoa’s (2009) view on training as a continuous process and the weaknesses in teacher training for bilingual contexts in the country, according to Medeiros and Borges (2022).

Challenges and training needs

The investigation of the responses from teachers and academic leaders allowed the identification of a set of challenges and training needs that underscore the complexity of professional practice in contexts of bilingual education of prestigious languages. The data indicate that the training demands of teachers transcend the linguistic domain, encompassing pedagogical, theoretical, methodological, and institutional aspects, which requires a multifaceted approach to professional development.

Regarding participation in continuing education, 64.8% of teachers reported having participated in actions focused on bilingual education in the last two years, while 35.2% did not participate. Despite the majority having participated, 27.8% of teachers feel only partially prepared to work in language immersion environments, and 3.4% stated they do not feel prepared. These results suggest that continuing education, although present, needs to be more systematic and articulated to the demands of professional practice, as emphasized by Imbernón (2011) on the importance of contextualization.

The training needs indicated by the teachers, through a multiple-choice question, were diverse and with close percentages. The development of proficiency in the additional language was indicated by 50.6% of the participants. Theoretical deepening on bilingualism and neuroscience was pointed out by 50.0%, while the articulation between the national and bilingual curriculum was mentioned by 48.9%. Training in active methodologies and project-based teaching was highlighted by 47.2%, and planning and evaluation in bilingual contexts by 43.2%. The production or adaptation of bilingual teaching materials was cited by 39.2% of the teachers.

The distribution of these responses demonstrates that training needs are not restricted to a single dimension but encompass linguistic, theoretical, methodological, and curricular aspects. In open-ended responses, themes such as CLIL, phonics, and bilingual literacy were also mentioned, reinforcing the diversity of necessary knowledge. This finding aligns with El Kadri, Saviolli, and Molinari (2022), who highlight the requirement for specialized knowledge and contextualized pedagogical practices for training in bi/multilingual contexts, indicating the complexity of teaching practice.

The articulation between the national curriculum and the bilingual curriculum was a formative demand pointed out by 48.9% of the teachers, evidencing the challenges of integrating different curricular requirements. This result suggests that training needs are not limited to the mastery of the additional language or specific methodologies, but include the ability to intentionally articulate linguistic and curricular objectives. García (2009) highlights the need for integration between linguistic development and content learning in bilingual education, while Megale and El Kadri (2024) emphasize the importance of pedagogical practices that articulate theory and practice.

From the perspective of academic leaders, the main challenges for the continuous training of teachers in bilingual contexts are institutional and structural in nature. The lack of time for teachers to participate in training was the most recurrent challenge, with 59.6% of mentions. Budgetary limitations for investment in continuous training were cited by 53.2% of leaders. The difficulty in finding experienced trainers in bilingual education was pointed out by 27.7%, and the resistance of teachers to new pedagogical approaches also by 27.7%. These data indicate that the challenges are not only individual but are also associated with institutional conditions that limit the implementation and continuity of training processes, as discussed by Nóvoa (2009) and Imbernón (2011) on the importance of the institutional context in professional development.

The data also revealed the existence of institutional actions for training and monitoring teaching practice, such as periodic training, classroom observations, and feedback. However, the incentive for developing linguistic proficiency is not yet systematic in all institutions: 27.7% of academic leaders indicated the non-existence of this incentive, and 40.4% stated that it occurs only partially. This result points to a relevant institutional gap, considering that proficiency in the additional language is one of the parameters foreseen for professional practice in Opinion CNE/CEB No. 2/2020 (Brazil, 2020).

The convergence between the perceptions of faculty and academic leaders outlines a scenario of multiple demands and limitations. While professors express training needs in linguistic, theoretical, methodological, and curricular competencies, academic leaders point to institutional obstacles that hinder the implementation of systematic training programs. This tension between the needs for professional qualification and the available institutional conditions for its realization suggests that the continuing education of teachers in bilingual education of prestigious languages should be understood as a systematic, articulated, and mediated action by school institutions, in line with Libâneo (2013) and Placco, Souza, and Almeida (2012).

The role of pedagogical coordination

Data analysis shows that pedagogical coordination plays a central role in the organization and development of training processes within the context of bilingual education of prestigious languages. The perceptions of academic leadership and the demands of teachers indicate that this role goes beyond the administrative dimension, encompassing the monitoring of pedagogical practice, the organization of training actions, the promotion of reflection, and the articulation between the professional needs of teachers and institutional objectives, as pointed out by Perini and Barretto (2024).

Among the attributions most indicated by academic leadership for pedagogical coordination, the following stand out: monitoring and guidance of pedagogical practice in the classroom (91.5%), promotion of continuous training aligned with teachers’ needs (87.2%), and proposition of moments for collective reflection on pedagogical practices (83.0%). Also mentioned were the encouragement of the use of active methodologies and innovative approaches (78.7%), ensuring alignment between the bilingual curriculum and educational guidelines (72.3%), mediating communication between the pedagogical team and families (68.1%), and stimulating the development of teachers’ proficiency in the additional language (61.7%).

The distribution of these responses indicates that academic leaders attribute a multidimensional role to pedagogical coordination, involving formative, curricular, linguistic, and relational aspects. Regarding institutional follow-up of teaching practice, 97.9% of academic leaders indicated conducting classroom observations and offering individual feedback. The frequency of continuing education was predominantly monthly (38.3%) and weekly (23.4%). These results demonstrate the presence of various follow-up and training strategies, although the frequency and organization vary among institutions.

The performance of the pedagogical coordination acquires special relevance when considering the training needs identified among the teachers. The fact that 41.5% of the teachers do not have specific complementary training in the area, added to the diversity of demands related to linguistic proficiency, theoretical foundations of bilingualism, teaching methodologies, and curriculum articulation, reinforces the importance of training processes capable of responding to the particularities of acting in bilingual contexts. The data suggest that in-service training is crucial given the gaps in initial training, according to Imbernón (2011).

Theoretically, this performance of the pedagogical coordination can be understood in light of the contributions of Libâneo (2013), who highlights pedagogical management as a promoter of teacher professional development and the organization of educational work. Imbernón (2011) complements this by emphasizing that continuing education should be articulated with the daily school routine and the concrete situations experienced by teachers, being favored by collaborative and reflective practices. Placco, Souza, and Almeida (2012) reinforce the formative function of pedagogical coordination in promoting reflection on practice and in the collective construction of professional knowledge.

In the specific context of bilingual education of prestige languages, the role of pedagogical coordination takes on particular characteristics, as it involves the articulation between linguistic, pedagogical, and curricular knowledge. Megale (2019) and El Kadri, Saviolli, and Molinari (2022) argue that teacher training for bi/multilingual contexts requires not only proficiency in the additional language but also an understanding of the pedagogical approaches that underpin this educational model. Thus, pedagogical coordination can organize training processes that articulate these dimensions in a contextualized manner and aligned with the needs of the teachers.

However, the data also indicate that this performance is conditioned by institutional possibilities. The main challenges pointed out by academic leaders include the lack of time for professors to participate in training (59.6%) and budgetary limitations for investment in continuing education (53.2%). Furthermore, the incentive for improving linguistic proficiency was considered non-existent by 27.7% of leaders and partial by 40.4%, suggesting that not all institutions have systematic conditions or strategies to support the linguistic development of teachers.

In this sense, pedagogical coordination does not operate in isolation, but depends on an organizational structure that enables the implementation and continuity of training actions. This understanding dialogues with Nóvoa (2009), who highlights the relationship between teacher professional development, school culture, and institutional conditions, and with Libâneo (2013), who emphasizes the importance of pedagogical organization for the development of educational work. The strengthening of the coordination’s training role, therefore, requires not only pedagogical preparation but also organizational conditions that favor the continuity of professional development processes.

The results reveal a dual movement: while academic leadership attributes central functions of monitoring, training, guidance, and curriculum articulation to pedagogical coordination, they also point to institutional conditions that can limit the realization of these actions. Thus, pedagogical coordination emerges as a strategic element in promoting a formative culture in bilingual educational institutions of prestigious languages, especially when articulating the needs identified among teachers with the possibilities for monitoring, reflection, and training offered in the school context. When supported by pedagogical intentionality and adequate institutional conditions, its performance can significantly contribute to the professional development of teachers and the consolidation of more consistent pedagogical practices.

4. Conclusion

This study analyzed the role of pedagogical coordination in the continuing education of teachers working in bilingual education of prestigious languages, seeking to identify their training needs and the institutional challenges related to teacher professional development. A predominance of professionals from the private sector was observed, concentrated in Early Childhood Education and the initial years of Elementary School, and significant gaps in specific training for working in bilingual contexts were found. The findings revealed that teachers’ training needs transcend linguistic proficiency, encompassing theoretical knowledge about bilingualism, methodological aspects, planning, and curriculum articulation. In parallel, institutional challenges were identified, such as teachers’ lack of time to participate in training and budgetary limitations, which hinder the implementation of systematic training programs. In this scenario, pedagogical coordination emerged as a strategic element, capable of articulating teachers’ needs with institutional conditions, through practice monitoring, training promotion, and collective reflection.

The main contribution of this work lies in reinforcing the importance of continuous, contextualized, and institutionally mediated training processes for the professional development of teachers in prestigious language bilingual education. However, the study has limitations, such as the non-probabilistic nature of the sample, its concentration in the Southeast region, and the predominance of participants from the private sector, which restricts the generalization of the results to other contexts of bi/plurilingual education. For future studies, it is suggested to analyze the relationships between training actions mediated by pedagogical coordination, teaching practices, and student learning. It is also recommended to conduct research in public school networks and in different regions of the country, in order to broaden the understanding of professional training processes in various contexts of bi/plurilingual education.

Bibliographic References

Brasil. Conselho Nacional de Educação. Câmara de Educação Básica. 2020. Parecer CNE/CEB n° 2/2020, aprovado em 9 de julho de 2020: Diretrizes Curriculares Nacionais para a oferta de Educação Plurilíngue. Ministério da Educação, Brasília, DF, Brasil.

Carvalho, M.I.M.C.; Bona, V. 2024. Educação bilíngue no Brasil: estudo a partir de produções acadêmicas sobre o ensino de língua estrangeira para crianças em um contexto multicultural. Revista Científica ACERTTE 4(3): e43178.

Chizzotti, A. 2017. Pesquisa em Ciências Humanas e Sociais. 12ed. Cortez, São Paulo, SP, Brasil.

El Kadri, M.S. 2024. Introdução. p. 11. In: Megale, A.H.; El Kadri, M.S.; Ferreira, N.G. (org.). Educação Bilíngue: Caminhos para Práticas Transformadoras na Maple Bear. Pontes Editores, Campinas, SP, Brasil.

El Kadri, M.S.; Saviolli, V.B.; Molinari, A.C. (org.). 2022. Educação de Professores para o Contexto Bi/Multilíngue: Perspectivas e Práticas. Pontes Editores, Campinas, SP, Brasil.

Fontoura, J. 2024. Mercado de educação bilíngue está aquecido. Revista Educação. Disponível em: https://revistaeducacao.com.br/2024/09/18/mercado-bilingue-aquecido/. Acesso em: 23 mar. 2026.

García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell, Malden, MA, USA.

Gil, A.C. 2019. Métodos e Técnicas de Pesquisa Social. 7ed. Atlas, São Paulo, SP, Brasil.

Imbernón, F. 2011. Formação Docente e Profissional: Formar-se para a Mudança e a Incerteza. 9ed. Cortez, São Paulo, SP, Brasil.

Instituto Brasileiro de Geografia e Estatística [IBGE]. 2022. Sistema de Contas Regionais: Brasil 2020. IBGE, Rio de Janeiro, RJ, Brasil.

Libâneo, J.C. 2013. Organização e Gestão da Escola: Teoria e Prática. 6ed. Heccus Editora, São Paulo, SP, Brasil.

Medeiros, B.S.F.; Borges, S.V.A. 2022. Formação de professores bi/multilíngues: uma análise dos documentos oficiais brasileiros. Papéis 26(51): 59-87.

Megale, A.H. 2019. Bilinguismo e educação bilíngue. p. 13-28. In: Megale, A.H. (org.). Educação Bilíngue no Brasil. Fundação Santillana, São Paulo, SP, Brasil.

Megale, A.H. 2025. Entre a promessa e a exclusão: tensões nas políticas de educação bilíngue no Brasil. Revista Transmutare 10: e20640.

Megale, A.H.; El Kadri, M.S. 2024. Educação bilíngue no contexto brasileiro: navegando entre ideologias e práticas. p. 42-54. In: Megale, A.H.; El Kadri, M.S.; Ferreira, N.G. (org.). Educação Bilíngue: Caminhos para Práticas Transformadoras na Maple Bear. Pontes Editores, Campinas, SP, Brasil.

Megale, A.H.; Liberali, F.C. 2016. Caminhos da educação bilíngue no Brasil: perspectivas da linguística aplicada. Raído 10(23): 9-24.

Minayo, M.C.S. 2014. O Desafio do Conhecimento: Pesquisa Qualitativa em Saúde. 14ed. Hucitec, São Paulo, SP, Brasil.

Nóvoa, A. 2009. Professores: Imagens do Futuro Presente. Educa, Lisboa, Portugal.

Perini, R.L.S.; Barretto, E.S.S. 2024. O coordenador pedagógico e a formação continuada de professores dos anos iniciais. Educação e Pesquisa 50: e269252.

Placco, V.M.N.S.; Souza, V.L.T.; Almeida, L.R. 2012. O coordenador pedagógico: aportes à proposição de políticas públicas. Cadernos de Pesquisa 42(147): 754-771.

Reis, J.N.S.; Barleta, I.A.; Souza, M.M.M.F. 2022. Diretrizes Curriculares Nacionais para educação plurilíngue no Brasil: qual educação bilíngue? Revista Teias 23(71): 380-395.

Sampieri, R.H.; Collado, C.F.; Lucio, M.P.B. 2013. Metodologia de Pesquisa. 5ed. Penso, Porto Alegre, RS, Brasil.

Article originating from the Course Conclusion Work of the Specialization in School Management of the MBA USP/Esalq

To learn more about the course, click here and access the MBX Academy platform