2025-08-122025-08-122025-06-17COSTA, Josenaldo da Costa da. Gestão escolar e coordenação pedagógica: desafios e perspectivas no cotidiano em uma escola de tempo integral no município de Abaetetuba. Orientadora: Crisolita Gonçalves dos Santos Costa. 2025. 26 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8466. Acesso em:.https://bdm.ufpa.br/handle/prefix/8466This study, conducted during the Supervised Internship of the Full Licentiate Degree in Pedagogy at the Federal University of Pará (UFPA), Abaetetuba Campus, focuses on "School Management and Pedagogical Coordination: challenges and perspectives in the daily life of a full-time school in the municipality of Abaetetuba." The main objective is to analyze the challenges and perspectives of management and pedagogical coordination in this specific context. The research is based on authors such as Carvalho (2012), Gadotti (2009), Ghedin, Oliveira, Almeida (2015), Guerette (2007), Januario (2008), Libâneo (2000), Menezes and Oliveira (2018), Oliveira (2012), Silva-Bandeira and Saravali (2020), Soares (2011), Spaziani and Maia (2015), and Vygotsky (2000), among others. The documents and laws referenced include: the Statute of the Child and Adolescent – ECA (1990), the Federal Constitution – CF (1988), INEP/MEC data (2022), the Law of Guidelines and Bases for National Education – LDB (1996), and the Political-Pedagogical Project (PPP) of the Internship Field School (2022). This qualitative research (Chizzotti, 2000), based on participant observation and non-directive interviews with the school principal and pedagogical coordinators, explores the dynamics of school management and pedagogical coordination in a full-time school setting. The internship experiences and observations provide a critical and reflective analysis of the relationship between theory and practice in this context, emphasizing the direct impact on students’ learning processes, particularly those facing social vulnerability. Conflicts, lack of dialogue among professionals, inadequate school infrastructure, and work overload may hinder the achievement of goals and the effectiveness of the pedagogical proposal, as well as compromise educational quality.Acesso AbertoCoordenação pedagógicaDireitos das criançasEscola de tempo integralEstágio supervisionadoGestão escolarChildren's rightsFull-time schoolPedagogical coordinationSchool managementSupervised internshipCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil