Pedagogical guidance assistant in elementary education from first to fourth grades - Salary and Career
Programmers, evaluators and teaching advisors

Pedagogical guidance assistant in elementary education from first to fourth grades - Career description, activities, functions and salary

They implement, evaluate, coordinate and plan the development of pedagogical/instructional projects in face-to-face and/or distance learning modalities, applying methodologies and techniques to facilitate the teaching and learning process. They work in academic and/or corporate courses at all levels of education to meet the needs of students, monitoring and evaluating educational processes. They enable collective work, creating and organizing mechanisms for participation in educational programs and projects, facilitating the communication process between the school community and the associations linked to it.

How much does an Pedagogical guidance assistant in elementary education from first to fourth grades earn

A Pedagogical guidance assistant in elementary education from first to fourth grades earns between $1.270 and $6.345 per month, with an average monthly salary of $2.589 and a median salary of $2.053 according to an salary survey along with to data of professionals hired and fired by companies in the labor market.

Our research is based on the salaries of 8.428 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Pedagogical guidance assistant in elementary education from first to fourth grades

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.589 31.067 647 14
1º Quartile 1.270 15.244 318 7
Median Salary 2.053 24.637 513 11
3º Quartile 4.839 58.064 1.210 26
Higher Salary 6.345 76.135 1.586 34

Professional job categories

  • Science and arts professionals
    • teaching professionals
      • other teaching professionals not previously rated
        • programmers, evaluators and teaching advisors

Related Positions:

Main workplaces

Programmers, evaluators and teaching advisors they work in teaching activities in the public and private spheres. They are statutory or registered employees, they work both individually and in an interdisciplinary team, with occasional supervision, indoors and during day and night hours. In some activities they can work under pressure, leading them to a stressful situation.

What does it take to work in the field of Programmers, evaluators and teaching advisors

The exercise of these occupations requires a degree in education or related areas. The full performance of activities occurs after three or four years of professional practice.

Functions and activities of Pedagogical guidance assistant in elementary education from first to fourth grades

Programmers, evaluators and teaching advisors must:

  • develop pedagogical/instructional project;
  • evaluate the development of the pedagogical/instructional project;
  • promote the continuous training of professionals;
  • enable collective work;
  • promoting the continuing education of professionals;
  • implement the execution of the pedagogical/instructional project;
  • make collective work viable;
  • comunicar-se;
  • promote the continuing education of professionals;
  • viable collective work;
  • coordinate the (re)construction of the pedagogical/instructional project;
  • elaborate instructional project;
  • demonstrate personal skills;
  • develop a pedagogical/instructional project;
  • communicate;
  • promote the continuing training of professionals;
  • enabling collective work;
  • coordinate the (re)construction of the pedagogical/instructional project;

  • Activities

    • training continuously;
    • scaling problems;
    • compatize workload by activities;
    • define communication approach;
    • advise schools/institutions;
    • explain the guiding principles of the pedagogical project;
    • define scope;
    • verify the achievement of goals;
    • inspect compliance with legislation and the pedagogical project;
    • intervene in the application of disciplinary measures;
    • stimulate creativity;
    • scaling workload;
    • coordinate learning recovery projects and activities;
    • participate in the evaluation proposed by the institution;
    • training continuously;
    • promote the exchange of experiences;
    • provide theoretical subsidies;
    • work as a team;
    • disclose resolutions;
    • collect different proposals for coordination, supervision and guidance as subsidies;
    • characterize the students' profile;
    • trace educational objectives;
    • establish harmony between the country's educational policy and the school's pedagogical project;
    • create and recreate norms of coexistence and collective work procedures;
    • perform quality control;
    • observe class and school councils;
    • issue opinions;
    • validate revised material;
    • select theoretical reference;
    • monitor the review process;
    • historically contextualize the school;
    • respect the autonomy of the educator;
    • build an evaluation system;
    • demonstrate observation skills;
    • manage disciplinary conflicts between teachers and students;
    • mediate information between author and production team;
    • participate in the creation of the graphic project;
    • understand the context;
    • validate final product;
    • plan operationalization actions;
    • create spaces for the exercise of diversity;
    • trace educational goals;
    • manage the learning progression;
    • trace execution schedule;
    • studying continuously;
    • organize spaces and mechanisms for participation/interaction;
    • analyze the class and school council meetings;
    • monitor the students' production;
    • scaling problems;
    • mediate conflicts between school and family;
    • ensure that the evaluation concept is in line with the principles of the pedagogical project;
    • develop self-esteem;
    • enable the evaluation of the school by the community;
    • ensure instructional integrity;
    • research advances in scientific, artistic, philosophical and technological knowledge;
    • contribute for decisions to express the collective;
    • demonstrate versatility;
    • manage work resources;
    • guide the production team;
    • propose accessibility mechanisms;
    • equalize information;
    • elaborate visual script (storyboard);
    • organizing study groups;
    • respect diversity;
    • propose solutions for detected educational problems;
    • orient interdisciplinary activities;
    • organize meetings with work teams;
    • register the production of knowledge about educational practice;
    • looking with pedagogical intention;
    • demonstrate flexibility;
    • raise educational and social needs;
    • elaborate guidance texts;
    • deepen reflection on the development of children, youth and adults;
    • script material;
    • propose actions that favor the maturation of the child;
    • coordinate meetings;
    • demonstrate creativity;
    • analyze the performance of the classes;
    • monitor the production team;
    • propose participation/interaction strategies;
    • self-evaluate;
    • build assessment instruments;
    • report;
    • monitor the student's school trajectory;
    • evaluate the school institution;
    • stimulating transparency in the conduct of work;
    • form work teams;
    • stimulate the participation of different subjects;
    • issue opinions for authorization of private schools;
    • meeting with class councils;
    • organize a meeting of students;
    • encourage cooperation;
    • routinely visit schools;
    • respect the educator's autonomy;
    • create participation/interaction mechanisms;
    • stimulate transparency in the conduct of work;
    • define media;
    • articulate the joint action of the school with the institutions protection of children and adolescents;
    • encourage mutual respect;
    • describe the structure of the learning environment;
    • deepening the reflection on learning theories;
    • advise the teaching work;
    • valuing the participation of families and students in the pedagogical project;
    • map competencies;
    • characterize the profile of students;
    • stimulate participation in associative institutions;
    • create spaces for participation/interaction;
    • evaluate the performance of classes/classes;
    • select bibliography;
    • provide subsidies for reflection on social and political changes , technological and cultural;
    • self-assessment;
    • adapt textual and imagery language;
    • respect otherness;
    • advise schools in planning and demand for vacancies;
    • manage time;
    • analyze the results of the evaluations;
    • disclose evaluation results;
    • guide the author on a pedagogical/instructional project;
    • deepen reflection on curricula and teaching methodologies;
    • produce pedagogical support material;
    • promote courses, workshops and technical guidance at school and between schools;
    • stimulate a sense of justice;
    • analyze the class and school council meetings;
    • articulate the school's action with other institutions;
    • valuing significant pedagogical experiences;
    • describe activities;
    • deepen reflection on learning theories;
    • study continuously;
    • interact with parents;
    • structuring pedagogical times;
    • continuously update;
    • evaluate the master plans;
    • research educational practices;
    • socialize information;
    • demonstrate proactiveness;
    • manage the demand for vacancies;
    • identify target audience;
    • organize meetings, congresses and seminars;
    • apply disciplinary sanctions in accordance with the school charter;
    • suggest changes in the pedagogical project;
    • interpret the relationships that enable or prevent the emergence of teaching processes ;
    • express yourself clearly;
    • seek advice to enable the pedagogical/instructional project ;
    • create usability mechanisms;
    • evaluate the implementation of educational projects;
    • develop activities;
    • elaborate learning recovery projects;
    • establish harmony between learning theories and teaching modalities;
    • participate in the elaboration and re-elaboration of school regulations;
    • define teaching strategies;
    • participate in forums: academic, political and cultural;
    • observe the performance of the classes;
    • promote case studies;
    • detect eventual educational problems;
    • coordinate meetings;
    • planning operationalization actions;
    • mastering the portuguese language;
    • identify learning context;
    • create mechanisms for participation/interaction;
    • stimulate critical thinking;
    • evaluate the processes of cognitive, psychomotor, linguistic and graphoperceptive maturation of child;
    • define evaluation processes;
    • monitor the development of the teaching/author work;
    • identify the guiding principles of the school/institution;
    • systemize administrative and pedagogical records;
    • map content;
    • promote the establishment of relationships that favor meaning of the teacher, the student, the school institution and the family;
    • publish pedagogical experiences;
    • manage conflicts;
    • analyze the execution of the teaching plan and other school regimes;
    • propose allocation of resources (human, financial, material and technological);
    • raise material, human and financial resources;
    • stimulate solidarity;
    • disseminate pedagogical experiences;
    • create a favorable working climate;
    • elaborate objectives;
    • participate in courses, seminars and congresses;
    • evaluate the teaching and learning process;
    • respect the educator's authorship;
    • planning meetings with work teams;
    • stimulate aesthetic values;
    • deepen reflection on theories of learning;
    • observe the work process in classrooms;
    • participate in external evaluations;
    • participate in the preparation and re-elaboration of school regulations;
    • interview;
    • evaluate the professional performance of educators;

    Sectors that hire Pedagogical guidance assistant in elementary education from first to fourth grades the most in the job market

    • elementary school
    • child education - day care
    • activities of associations for the defense of social rights
    • child education - pre-school
    • welfare services without accommodation
    • other teaching activities
    • high school
    • general public administration
    • associative activities
    • technical level vocational education

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