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This article presents two categories of Professional Development of the School Coordinator in relation to technologies. The theoretical framework focused on discussing the role and performance of the school coordinator also the relationship with cyberculture in school culture. Finally, professional development based on teaching, pedagogical and technological knowledge. The categories Functional Specificity and Teacher Education at School result from the second phase of a thesis that comes from a research project with methodology centered on the qualitative paradigm. The approach was the case study performed in two phases and with varied data production instruments. The question presented in this article refers to the sub question: What the school coordinators need in a professional development about technologies? The objective was to identify the training needs of school coordinators regarding technologies. The results highlight a Professional Development proposal based on the real needs of school coordinators. Finally, the proposition of a collective process that considers the complexity of knowledge that has been required of this professional: the formative knowledge pedagogical organizer of technological content.

DESENVOLVIMENTO PROFISSIONAL DO PEDAGOGO ESCOLAR E AS TECNOLOGIAS: perspectivas a partir da especificidade funcional e formação docente na escola