O professor coordenador pedagógico nas escolas estaduais paulistas: da articulação pedagógica ao gerenciamento das reformas educacionais
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Data
2012-12-01
Autores
Fernandes, Maria José da Silva [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de São Paulo (USP), Faculdade de Educação
Resumo
Este artigo apresenta os principais resultados de uma pesquisa concluída que teve como objeto de estudo a função de coordenação pedagógica na rede estadual paulista, com destaque para o trabalho do professor coordenador pedagógico (PCP). A partir de um estudo bibliográfico-documental, analisamos as principais resoluções publicadas pela Secretaria de Estado da Educação de São Paulo no período de 1996 a 2010. Para a definição do período de análise, foram consideradas as sucessivas medidas educacionais de natureza neoliberal ocorridas na referida rede de ensino. A partir das resoluções selecionadas, foram estabelecidas algumas categorias de análise relacionadas à função: denominação, justificativa e atribuições legais; requisitos necessários para os professores coordenadores e critérios de escolha; avaliação do trabalho realizado e bibliografia básica solicitada nos processos seletivos. A análise dos documentos legais permite identificar a apropriação da função pelas reformas educacionais recentes, reconhecendo as implicações para o trabalho docente e para a organização da escola. Influenciadas por princípios gerencialistas e performáticos, as reformas educacionais promoveram profundas alterações na natureza do trabalho do professor coordenador pedagógico, o qual, de articulador no âmbito da escola, passou a ser legalmente o sujeito responsável pela disseminação das medidas oficiais e pelo controle das atividades docentes.
This article presents the main results of a completed research that had at its object the post of pedagogical coordination in the São Paulo state school system, emphasizing the work of the teacher-pedagogical coordinator (PCP). Based on a bibliographical-documental study, we have analyzed the main acts issued by the Secretariat for Education of the State of São Paulo in the period from 1996 to 2010. To define the period of analysis we considered the successive educational measures of a neoliberal nature that were put in place within the above-mentioned school system. From the selected acts, categories of analysis were established related to that post: denomination, justification and legal attributions; necessary requisites for teachers-coordinators and selection criteria; evaluation of the work conducted and basic bibliography requested at selection processes. The analysis of the legal documents allows us to identify the appropriation of this post by the recent educational reforms, recognizing the implications for the teaching work and for school organization. Inspired by managerial and performance principles, the educational reforms promoted deep changes in the nature of the work of the teacher-pedagogical coordinator, who, from an articulation agent within the school, began to be legally recognized as the subject responsible for the dissemination of official measures and by the control of teaching activities.
This article presents the main results of a completed research that had at its object the post of pedagogical coordination in the São Paulo state school system, emphasizing the work of the teacher-pedagogical coordinator (PCP). Based on a bibliographical-documental study, we have analyzed the main acts issued by the Secretariat for Education of the State of São Paulo in the period from 1996 to 2010. To define the period of analysis we considered the successive educational measures of a neoliberal nature that were put in place within the above-mentioned school system. From the selected acts, categories of analysis were established related to that post: denomination, justification and legal attributions; necessary requisites for teachers-coordinators and selection criteria; evaluation of the work conducted and basic bibliography requested at selection processes. The analysis of the legal documents allows us to identify the appropriation of this post by the recent educational reforms, recognizing the implications for the teaching work and for school organization. Inspired by managerial and performance principles, the educational reforms promoted deep changes in the nature of the work of the teacher-pedagogical coordinator, who, from an articulation agent within the school, began to be legally recognized as the subject responsible for the dissemination of official measures and by the control of teaching activities.
Descrição
Palavras-chave
Coordenação pedagógica, Reformas educacionais, Gestão escolar, Pedagogical coordination, Educational reforms, School management
Como citar
Educação e Pesquisa. Faculdade de Educação da Universidade de São Paulo, v. 38, n. 4, p. 799-814, 2012.