This text aims at reflecting on the role of the Coordinating Teacher (CT) in the context of SEE/SP'S "Read and Write Program," seeking to understand the forms of accountability and/or autonomy of this subject insofar as state control is concerned. It makes reference to the theoretical assumptions of Foucault, when discussing disciplinary power, and of Ball, in addressing the effects of some political technologies. The results point to three different forms of accountability and/or autonomy, outlining that it has limits and requires knowledge and personal effort. They also show that the CT is the victim of the reformist discourses and objects of reform, in that he or she lacks a critical position enabling him or her to question, counteract or reinforce the proposals contained in this curricular policy.
Coordinating teacher; Forms of accountability and/or autonomy; State control; Read and Write Program