FROM EDUCATIONAL SUPERVISION TO PEDAGOGICAL COORDINATION
CONFLICTS BETWEEN REGULATION AND EMANCIPATION
Abstract
The study of bibliographic and documentary nature aims to deepen the tension of pedagogical coordination on the following perspectives: the regulator focused on a supervisory intervention and the emancipator anchored in dialogue and democracy. They are distinct political-pedagogical perspectives which have resulted in their own ways of acting at school. The functions of educational supervision in Brazilian education will be analyzed, focusing on the transition from supervisory / regulatory to democratic / emancipatory activities. The issue focuses on the political and pedagogical implications of these conceptions in the education systems and schools. The analysis reinforces the thesis of the relevance of the pedagogical coordinator's work, when articulated with a dialogical and participatory perspective.
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