Do decreto ao controle do processo pedagógico: os coordenadores pedagógicos sob a tutela das avaliações externas

Abstract

This article discusses the process of accountability for the results of the external evaluations laid on the school managers and, mainly, on the pedagogical coordinators, subjects of this research. Methodologically, the empirical research, based upon the qualitative approach, involved three pedagogical coordinators of the Municipal Education System of the municipality of Cruz, Ceara. To the data gathering, three semi-structured interviews were applied. The data analysis was made through the speech analysis. From the study in question, the interference of the external evaluation on the school routine was verified, since it prevents the school to build itself through the effective participation, the strength and creativity of the individuals that are part of it, as well as place them on a daily basis, in the school routine, under the steady dictatorship of the production line triggered by the said evaluations. This work presents the need for the coordinators and teachers to become individuals with pedagogical activism, as well as escape from the auspices of the evaluations that prevent the pedagogical mobility and create an excess of work.