The feedback as course correction: assessment, teacher education and the work of the pedagogical coordinator in the municipal school network

Abstract

This experience report examines the pedagogical feedback of assessments as an in-service continuing education instrument in a municipal school network in the interior of the state. Drawing on the author's practice as coordinator of the Humanities area, supervising seventeen History and Geography teachers across three schools, the text argues that feedback is not a moment for correcting errors but for reorienting teaching practice based on concrete learning data. The framework articulates formative assessment (Luckesi, 2011; Villas Boas, 2004), pedagogical management and coordination (Libâneo, 2004; Domingues, 2014; Placco; Almeida; Souza, 2011), reflective practice (Schön, 2000) and teacher education (Nóvoa, 2019; Timperley, 2008), with the genre grounded in Mussi, Flores and Almeida (2021), Holliday (2006) and Bondía (2002). The analysis draws on a documentary corpus produced in the coordinator's own work: spreadsheets from the History and Geography assessments of 2025 and the first bimesters of 2026, pedagogical feedback documents, classroom observation reports, minutes of collective pedagogical meetings, and a curricular integration guide. The text describes the assessment system, the instruments and feedback each requires, classroom observation, integrated cross-disciplinary feedback, articulation with collective planning, and the structural limits of the experience.