FROM THE ARTICULATION OF COLLECTIVE WORK TO THE CONTROL OF TEACHING WORK: THE LEGAL (NON-) PATHWAYS OF PEDAGOGICAL COORDINATION IN THE STATE OF SAO PAULO

Abstract

This paper presents the results of a documentary research focused on the analysis of the published resolutions from 1996 to 2017 on the role of the Coordinating Teacher (CT) in the State of Sao Paulo. Eleven specific resolutions were analyzed and the main elements that changed the nature of the function were highlighted, as justification, selection, denomination and, especially, the assignments to be carried out in schools. The analyzed period corresponds precisely to the strengthening of neoliberal educational reforms that took place in the Sao Paulo network, in which managerial and performance measures determined in the scope of programs and projects changed the organization of pedagogical work. In this sense, legislation was an important normative instrument that allowed pedagogical coordination to acquire new meanings in school practice. The eminently articulating and oriented function for the exercise of pedagogical activities related to the specific needs of schools through the elaboration and development of the Pedagogical Political Project appropriated other objectives and intentions throughout more than 20 years of educational policies implementation in the State, becoming more controlling and focused on the monitoring of externally determined actions.