Tutor pedagógico: de encarregado do governo a profissional de respeito.

Abstract

This research aims to develop a study on the implementation of the Pedagogical Educational Tutoring Program, meeting the demands of the evaluating State, whose principle is to seek new tools and differentiated instruments for the expansion of the state network in order to adjust the educational system and the schools to the market, providing more preparation for students and more training for teachers and managers. Despite representing a recent character in education, the role of the Pedagogical Educational Tutor within the educational system of Goiás was guided by the control of school performance in different instruments for evaluating the results. The introductory study proposes a discussion on the following question: Does the Pedagogical Educational Tutoring program of the State Department of Education represent a government program or policy? The research shows that the Tutoring represents a program, given its pedagogical/administrative nature, based on the references of the critical-reflexive conception, with the objective of knowing and identifying the main aspects about the continuous formation of the management team and teachers, having in view of the forms of mediation provided by the Pedagogical Coordinators and the reasons why teacher development is produced and legitimized in the State Colleges of Education of the Regional of CRE in Anápolis-GO2. The study is developed in three parts, the first being a historical survey of the creation of the role of the Pedagogical Educational Tutor in line with the interests of the government at the time, pointing out the tensions and interests; in the second part, a question is asked: Pedagogical Educational Tutor – Coordinator or Manager? Since in the beginning there was this conflict between the attributions of these subjects in the school space. In the third part, through a data collection, we tried to identify the profile of this professional, working hours, gender issues and future perspective in the face of the current government. And, at the end, the Considerations of this study, which reiterate the role of the Academy in encouraging research that analyzes the historical and economic context of educational policies that link education to the neoliberal market proposal