This study has as its object the pedagogic coordinator in public municipal schools in Rio de Janeiro. The research aims to investigate the identity of the pedagogical coordinator as a professional, his role in school, the in service education planned by the Secretaria Municipal de Educação (SME), and based on he organizes the in service education at study centers in schools for teachers. The theoretical framework was based on Lourenço (1974), Lück (2006), Candau (2003), Tardif and Lessard (2007) among others. This is a qualitative study that has as basic instrument of data collection semi structured interviews with 12 pedagogic coordinators working in Jacarepaguá, Barra da Tijuca, Cidade de Deus and neighborhoods. Data reveals the coordinator as mediator between principals, teachers and parents. He is also the articulating element between school practice and the political orientations of the SME. They also affirmed that they have relative autonomy in their work because principals have the final decision in all school problems. The exchange of experiences between coordinators reveals the most important aspect of in service education provided by the SME, especially in the educational course for coordinators. The study centers organized by the coordinators revealed themselves as privileged spaces for in-service education of teachers in schools but still need improvement. The interviewers pointed out the resistance of teachers to devote time to reading and lack of interest as factors that hinder the achievement of further study.