Prática pedagógica do/a professor/a coordenador/a no contexto da política educacional paulista: 1995-2002
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Data
2003-09-26
Autores
Polizel, Fatima Aparecida Palotti [UNESP]
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presença do posto de trabalho de Professor/a Coordenador/a na maioria das escolas da Rede Estadual de Ensino vem se somar às medidas oficiais destinadas à melhoria da qualidade de ensino em São Paulo. Assim, este estudo dedicou-se, em especial, a ouvir a “voz” do/a Professor/a Coordenador/a sobre as suas práticas pedagógicas, tendo como contexto a política educacional implantada no Estado de São Paulo, no período de 1995 a 2002. Os objetivos deste trabalho levaram-me a optar pela análise de documentos oficiais, como forma de resgatar o percurso político-legal que permitiu a presença do/a Professor/a Coordenador/a nas escolas estaduais e de identificar os eixos norteadores das diretrizes para a educação paulista, bem como, a buscar elementos teóricos para compreender as influências do paradigma neoliberal de Estado e as determinações do Banco Mundial na composição do cenário político educacional brasileiro. Por meio de uma abordagem flexível, a entrevista coletiva, foi possível conhecer como os/as participantes dessa investigação, três Professores Coordenadores e seis Professoras Coordenadoras do período diurno e uma do período noturno, concebem as suas funções, vivem o cotidiano escolar, como se sentem em relação ao processo de avaliação anual de sua atuação, como organizam as Horas de Trabalho Pedagógico Coletivo, enfim, como se movem entre as atribuições legais e a realidade escolar. Esta pesquisa revela as práticas pedagógicas dos/as Professores/as Coordenadores/as acontecendo em condições precárias de trabalho e afetadas por múltiplos determinantes, entre eles, a forma de avaliação anual desses agentes educacionais.
The presence of the position of work of the Coordinator Teacher in state-run schools has been added to the official measures oriented to the improve the quality of teaching in São Paulo state. Thus, this study was dedicated, specially, to hearing the voice of the Coordinator Teacher about his/her pedagogical skills, having as a context the educational policy implanted in São Paulo state from 1995 to 2002. The goals of this work led me to choose the analysis of official documents, as a means of remembering the legal-political pathway that allowed the presence of the Coordinator Teacher state-run schools and identifying the oriented axis for the policies for education in São Paulo state, as well as, searching for theoretical elements to understand the influences of the neoliberal paradigm of State and the determinations of the World Bank over the composition of the educational-political scenario in Brazil. By means of a flexible approach, the collective interview, it was possible to know how the participants of this investigation, nine Coordinator Teachers from the day shift and one from the night shift, understand their roles in their everyday life in the school; how they feel about their annual performance evaluation process; how they organize their Collective Pedagogical Work Hours and finally how they deal with their legal duties and the school reality. This research reveals the Coordinator Teacher’s pedagogical skills that have to be put in practice counting on precarious conditions of work and it also reveals how these skills are affected by several determinants amongst which it is the annual evaluation of these educational agents.
The presence of the position of work of the Coordinator Teacher in state-run schools has been added to the official measures oriented to the improve the quality of teaching in São Paulo state. Thus, this study was dedicated, specially, to hearing the voice of the Coordinator Teacher about his/her pedagogical skills, having as a context the educational policy implanted in São Paulo state from 1995 to 2002. The goals of this work led me to choose the analysis of official documents, as a means of remembering the legal-political pathway that allowed the presence of the Coordinator Teacher state-run schools and identifying the oriented axis for the policies for education in São Paulo state, as well as, searching for theoretical elements to understand the influences of the neoliberal paradigm of State and the determinations of the World Bank over the composition of the educational-political scenario in Brazil. By means of a flexible approach, the collective interview, it was possible to know how the participants of this investigation, nine Coordinator Teachers from the day shift and one from the night shift, understand their roles in their everyday life in the school; how they feel about their annual performance evaluation process; how they organize their Collective Pedagogical Work Hours and finally how they deal with their legal duties and the school reality. This research reveals the Coordinator Teacher’s pedagogical skills that have to be put in practice counting on precarious conditions of work and it also reveals how these skills are affected by several determinants amongst which it is the annual evaluation of these educational agents.
Descrição
Palavras-chave
Educação, Politica e educação, Educação e Estado, Public schools, Politics and education
Como citar
POLIZEL, Fatima Aparecida Palotti. Prática pedagógica do/a professor/a coordenador/a no contexto da política educacional paulista: 1995-2002. 2003. 157 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Tecnologia, 2003.