As transformações do trabalho da coordenação pedagógica na lógica gerencial da educação estadual paulista
Data
2024-05-08
Tipo
Dissertação de mestrado
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Resumo
O objetivo da pesquisa foi a compreensão das transformações do trabalho da coordenação pedagógica na educação pública estadual de São Paulo. A proposta parte de um levantamento das alterações da legislação desde a última LDB (1996), com atenção especial ao período após a aprovação da Base Nacional Comum Curricular (BNCC) do ensino médio (2017). As alterações quanto a atribuições e o papel da coordenação pedagógica é mais um entre os processos de “flexibilização” do trabalho institucionalizado nos setores privados da produção e que avançaram para os setores públicos, atingindo, entre estes, a educação. Embora observe-se a influência de todas as inovações tecnológicas no mundo do trabalho, nosso referencial são os determinantes históricos e conjunturais (político-econômica) do neoliberalismo, entre 1996 e 2022 e suas influências na estruturação do trabalho da coordenação pedagógica da educação estadual paulista. Precisamos entender os determinantes históricos, político-econômicos no processo do trabalho, orientada aos coordenadores do ensino médio na educação
Estadual em São Paulo, por meio de canais oficiais de Formação como a EFAPE (Escola de Formação e Aperfeiçoamento dos Profissionais da Educação do Estado de São Paulo) e o CMSP (Centro de Mídias SP). Lançando mão de pesquisa bibliográfica-documental, observamos as sucessivas mudanças ocorridas nas orientações quanto ao processo de atuação sobre as atribuições e mediações do trabalho da coordenação pedagógica no ensino médio, segmento aqui pesquisado. A análise dos dados coletados será realizada a partir do referencial teórico próprio da pedagogia crítico-social e das políticas educacionais em sentido mais amplo. A compreensão dessas mudanças na função da coordenação e seu papel no “gerencialismo” aplicado no desenvolvimento do trabalho na educação contribui com o desenvolvimento de uma visão cada vez melhor e mais clara, sobre este campo de atuação da prática docente.
The objective of the research was to understand the transformations in the work of pedagogical coordination in state public education in São Paulo. The proposal is based on a survey of changes in legislation since the last LDB (1996), with special attention to the period after the approval of the National Common Curricular Base (BNCC) for secondary education (2017). The changes regarding attributions and the role of pedagogical coordination are yet another among the processes of “flexibilization” of institutionalized work in the private sectors of production and which have advanced to the public sectors, reaching, among these, education. Although we observe the influence of all technological innovations in the world of work, our reference is the historical and conjunctural (political-economic) determinants of neoliberalism, between 1996 and 2022 and its influences on structuring the work of the pedagogical coordination of state education in São Paulo. . We need to understand the historical, political-economic determinants in the work process, aimed at high school coordinators in education State in São Paulo, through official training channels such as EFAPE (Training and Improvement School for Education Professionals of the State of São Paulo) and CMSP (SP Media Center). Using bibliographical-documentary research, we observed the successive changes that occurred in the guidelines regarding the process of acting on the attributions and mediations of the work of pedagogical coordination in high school, the segment researched here. The analysis of the collected data will be carried out based on the theoretical framework specific to critical-social pedagogy and educational policies in a broader sense. Understanding these changes in the function of coordination and its role in “managerialism” applied in the development of work in education contributes to the development of an increasingly better and clearer vision of this field of activity in teaching practice.
The objective of the research was to understand the transformations in the work of pedagogical coordination in state public education in São Paulo. The proposal is based on a survey of changes in legislation since the last LDB (1996), with special attention to the period after the approval of the National Common Curricular Base (BNCC) for secondary education (2017). The changes regarding attributions and the role of pedagogical coordination are yet another among the processes of “flexibilization” of institutionalized work in the private sectors of production and which have advanced to the public sectors, reaching, among these, education. Although we observe the influence of all technological innovations in the world of work, our reference is the historical and conjunctural (political-economic) determinants of neoliberalism, between 1996 and 2022 and its influences on structuring the work of the pedagogical coordination of state education in São Paulo. . We need to understand the historical, political-economic determinants in the work process, aimed at high school coordinators in education State in São Paulo, through official training channels such as EFAPE (Training and Improvement School for Education Professionals of the State of São Paulo) and CMSP (SP Media Center). Using bibliographical-documentary research, we observed the successive changes that occurred in the guidelines regarding the process of acting on the attributions and mediations of the work of pedagogical coordination in high school, the segment researched here. The analysis of the collected data will be carried out based on the theoretical framework specific to critical-social pedagogy and educational policies in a broader sense. Understanding these changes in the function of coordination and its role in “managerialism” applied in the development of work in education contributes to the development of an increasingly better and clearer vision of this field of activity in teaching practice.