Palavras-chave
Coordenação pedagógica; Accountability; Performatividade
Autores
Abstract
This study examines the effects of the pedagogical monitoring policy of the Escola 10 Program on the work of pedagogical coordinators in the State Education Network of Alagoas, in light of the tensions between democratic management and managerial rationality, grounded in accountability (AFONSO, 2009) and performativity (BALL, 2001). It is based on the centrality of mechanisms of control, standardization, and accountability for results, which reconfigure pedagogical work and professional autonomy. The objective is to analyze how this policy affects the role of pedagogical coordination as mediation between public policy and school practice, considering its formative function (LIBÂNEO, 2015). This is a qualitative, descriptive, and analytical study, developed through a case study in schools of the 13th Regional Education Office, with data produced through interviews, document analysis, and observation. The study seeks to highlight contradictions between formative monitoring and performative control, contributing to the debate on educational policies.
BALL, Stephen J. Performatividade, privatização e o pós-Estado do bem-estar. Educação & Sociedade, Campinas, v. 25, n. 89, p. 1105-1126, 2004.
AFONSO, Almerindo Janela. Avaliação educacional: regulação e emancipação. 4. ed. São Paulo: Cortez, 2009.
LIBÂNEO, José Carlos. Organização e gestão da escola: teoria e prática. 6. ed. São Paulo: Heccus, 2015.