<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2012000100010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reforma e recontextualização das políticas: o papel dos coordenadores pedagógicos nas escolas municipais do Rio de Janeiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marcondes]]></surname>
<given-names><![CDATA[Maria Inês]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Vania Finholdt Angelo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ana Cristina Prado de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,PUC-Rio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>35</numero>
<fpage>187</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2012000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2012000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2012000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No Brasil, desde a década de 1990, propostas educacionais têm privilegiado a definição de conteúdos mínimos nacionais, a extensão do tempo de aprendizagem e a aplicação de avaliações externas visando à melhoria da qualidade medida basicamente pelo desempenho dos alunos. No quadro da gestão das escolas de ensino fundamental e médio o coordenador pedagógico tem sido visto como figura central na mediação entre Secretaria de Educação e os professores da escola exercendo funções pedagógicas relacionadas ao desenvolvimento profissional do corpo docente e um trabalho político de implementação dos princípios da reforma. Neste texto, apresentamos dados de uma pesquisa focalizando a atuação de dois coordenadores buscando responder seguintes questionamentos: 1) Qual o sentido e o propósito pedagógico e político da atuação do coordenador junto aos professores de duas (2) escolas na busca da qualidade de ensino? 2) Como os coordenadores atuam no trabalho de desenvolvimento profissional dos professores em escolas pautadas por avaliações externas? Quanto ao aspecto metodológico, o estudo baseou-se em observação de reuniões e entrevista com os coordenadores em escolas na cidade do Rio de Janeiro. Como conclusões, nas duas escolas, os coordenadores revelam que há uma recontextualização das políticas havendo uma aceitação parcial delas por parte dos professores. Os professores são críticos em relação à efetiva melhoria da qualidade do ensino. Na escola A, as mudanças são atendidas e vistas como políticas temporárias; na escola B, as mudanças são atendidas à medida que não comprometam o projeto pedagógico da escola, que envolve leitura e escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In Brazil, since the 1990’s, educational approaches have favored the definition of national minimal contents, of the extension of learning time span and of the implementation of outer evaluations aiming at better quality, which is basically measured by the performance of the students. In the team of management professionals of primary and high schools, the pedagogical coordinator has been considered the main mediator agent between the Education Board and the teachers/professors in the school, the one who is responsible for keeping the teachers involved and committed with the fulfillment of performance goals established by external indicators. In this paper we present part of a research project which focused on the performance of two pedagogical coordinators facing these changes, in an attempt to answer two questions: 1) What were the pedagogical and political meaning and objective of the pedadogical coordinators’ performance relating to the teachers of these 2 (two) schools? 2) How do the pedadogical coordinators carry out the task of providing the teachers with professional development in schools guided by external evaluations? In relation to the methodological aspect, the study was based on observation and interviews with pedadogical coordinators of public schools in the city of Rio de Janeiro. The study has shown us pedadogical coordinators reveal there is a recontextualization of the policies and that they are partially accepted by the teachers/professors. The teachers/professors are critical in relation to an effective improvement of the quality of teaching. In school A, the changes were accepted and seen as temporary policies. In school B, the changes are implemented as they do not jeopardize the school pedagogical project, which involves reading and writing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coordenadora]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Performatividade]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Coordinator]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Performativity]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Reforma e recontextualiza&ccedil;&atilde;o  das pol&iacute;ticas: o papel dos coordenadores pedag&oacute;gicos nas escolas municipais do  Rio de Janeiro.</h2> <h3>Reform and recontextualization of policies: the role of the pedagogical  coordinator in public schools of Rio    de Janeiro.</h3>     <p>&nbsp;</p> <h4>Maria In&ecirc;s Marcondes, Vania  Finholdt Angelo Leite, Ana Cristina Prado de Oliveira    <br> </h4> </font>      ]]></body><back>
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