Pedagógica accompaniment

Abstract

Pedagogical accompaniment is a primordial process to achieve good pedagogical praxis in teachers. The objective of this systematic review article is to carry out a critical analysis and interpretation of the theories presented by the authors on pedagogical support. If you have searched for relevant information on education, which is a very important topic in education, if you want to improve the pedagogical practice of teachers, what you will see reflected in the achievement of skills among students.
The methodology used, was the compilation of articles on the topic, indexed journals from the last five years, based on data such as: Scielo, Dial net, DOAJ, EBSCO, ProQuest, Scopus, etc. The literature of each article that was 30 was reviewed. Of all the articles reviewed, we ended up with 22 magazines, because they were more accurate in the subject. Then, the theories on the subject of the authors of the articles were analyzed and interpreted, which they supported by mentioning other theorists.
It is concluded that the pedagogical accompaniment is a process inherent to the teaching exercise, carried out by the directors, with the aim that the teacher improves his pedagogical practice. Another aspect, which the authors mention is that in their beginnings there is a rejection by the teacher, when it is not carried out in an atmosphere of respect and empathy. In the revised articles, however, it is observed that there is no need for strategies or forms of pedagogical support.