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Coordination of pedagogical work in São Paulo State schools: challenges, limitations and potential

Grant number: 11/09808-5
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): August 01, 2011
Effective date (End): March 31, 2015
Field of knowledge:Humanities - Education - Educational Administration
Principal researcher:Miguel Henrique Russo
Grantee:Valéria Andrade Silva
Home Institution: Universidade Nove de Julho (UNINOVE). Campus Memorial. São Paulo , SP, Brazil
Associated scholarship(s):12/20250-9 - Curriculum as a theoretical approach to the analysis of pedagogical coordination practices, BE.EP.DR


The coordination of pedagogical work in the public schools as one of the specific management practices that has a latent potential to contribute to improving the quality of education is the object of this study. Based on a theoretical framework that understands the school work as student transformation process of cultural update, and therefore as a humanization process, this study aims to contribute through critical reflection on predominant school coordination practice to overcome the theoretical and practical challenges that the coordinating role historically has in Brazilian schools. In the context of the educational reform launched in 2007 by the Department of the São Paulo State Education (SEE-SP) that introduced changes in the pedagogical coordination in your school system, to assign to the Coordinator Teacher a key role in the implementation of its new curricular proposal in compliance with school performance targets and the increase of quality indicators of state public network, this study problematizará qualitative, from the empirical data collected through observations and interviews in school units of Secondary School and average state public network, the design of coordination of pedagogical work revealed by school practices; contradictions which are revealed among the possibilities offered for this work and the concrete conditions for its objectification; what are their agents; and that space Coordinator Teacher occupies or could occupy in school management.

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