ABSTRACT
This article concerns the role attributed to pedagogical coordinators in public schools in São Paulo. The goal is to identify trends in the tasks of such professionals, having the Curricular Guidelines of the Pedagogy Course (BRASIL, 2006) and National Policy of Teacher Education (BRASIL 2009) as main regulatory marks. In order to develop the research, public admission notice and access to the position of pedagogical coordenators published between 2006 and 2015 were surveyed, to map the attributions that were appointed to them. Semi-structured interviews were also used with the coordenators of the school system, aiming at understanding what they think and how they do their attributions. In the analysis, there was an arrangement of concepts of managerialism and performativity (BALL, 2002, 2005) that refer to the use of techniques and artifacts to organize the relations between human beings centered on new values and ethical systems, based on competition, efficiency, productivity and achievement of targets, demanded by capitalism reconfiguration. In the interviews and the public notices, it was possible to highlight that those values were present in the coordinators’ attributions, but they change in intensity and control according to municipal government changes every four years. Finally, the central role of the pedagogical coordenator in external and internal actions to the school and as inducer of policies established during the period analysed became evident, not only in the public notices but also in the interviews.
Keywords:
Pedagogical coordinator; Basic education; Public education; Management.