Challenges and Perspectives of Pedagogical Coordination in the New Brazilian High School: A Literature Review on Curriculum and Socio-Emotional Management

Abstract

The implementation of the New Brazilian High School model, regulated by Law No. 13,415/2017 and guided by the Brazilian National Common Core Curriculum, has imposed new challenges on pedagogical coordination related to curriculum management, students’ socio-emotional support, and the balance between bureaucratic demands and pedagogical innovation. Method: this is a qualitative and exploratory literature review based on academic publications issued between 2017 and 2024 and indexed in SciELO, ERIC, and Google Scholar, as well as official documents from the Brazilian Ministry of Education. Results: the analysis showed that pedagogical coordinators face an overload of administrative duties that reduces the time available for supporting teachers and carrying out socio-emotional support actions. At the same time, trends have emerged toward strengthening distributed pedagogical leadership and integrating socio-emotional competencies into the curriculum. Conclusion: strengthening pedagogical coordination in the New Brazilian High School requires continuing education policies, redefinition of responsibilities, and the development of collaborative school cultures.