External evaluations, performance indicators and pedagogical coordination: implications for teacher work and school managementSince the end of 1980's the democratic school management has been guaranteed as a constitutional principle. In the scope of democratic management, the pedagogical coordinator function has had importance with its main attribution of collective work inside schools in order to improve the learning quality and teacher qualifications. Since the last years, pedagogical coordination has realized the great challenge of improving the pedagogical process in order to publicize school performance indicators. In the Brazilian case, the main indicator used is the IDEB (Index of Development of Elementary Education), formed by students' flow and performance. An indicator characterized by relatively low levels has resulted in real challenge to schools, once it has not commonly considered the objective teacher work conditions and, therefore, there is pressure movement in order to improve the process and its indicators without to change other necessary structures. Once that context has been considered, we would like to achieve an empirical research with qualitative basis as well as we are looking forward to analyze the pedagogical coordinator work inside schools and the implications of external indicator on the organization of pedagogical process. The research will be held in three public schools of Lençóis Paulista once they have had every elementary school level. As way to collect data, we will use observation and deep interview with teachers and coordinators. Our hypothesis is: the external evaluations by performance indicators have created implications to teacher work as well as to school management. By the way, we want to learn which are these implications and their consequences to school routine. Key-words: Pedagogical coordination; performance evaluation; teacher work; public schools.
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