Tutoria educacional: dilemas e contradições da função nas escolas públicas da regional de Aparecida de Goiânia

Abstract

This research is situated within the research line State, Policies and History of Education and examines the work of educational tutors, as well as the contradictions inherent in the performance of this function in public schools under the jurisdiction of the Regional Education Coordination of Aparecida de Goiânia, in the context of the Goiás Management Circuit and the guidelines established by the state education network for upper secondary education. The study problematizes the tension between the centralized structuring of educational policies and the local specificities of school units, examining the extent to which educational tutors may act as mediators between institutional directives and the concrete realities of schools. Methodologically, the study adopts a qualitative, bibliographical, documentary, and exploratory approach, combined with the application of a semi-structured questionnaire to educational tutors, whose responses were critically analyzed. The tutoring model, widely disseminated in Brazil as a strategy for reorganizing and optimizing educational management within recent reforms, is associated with managerial approaches, particularly those related to New Public Management and the expansion of mechanisms of control, monitoring, and accountability in education. The findings indicate that the work of educational tutors constitutes a field of tensions, marked by the need to reconcile pedagogical support, in-service professional development, and the monitoring of school management with institutional demands oriented toward the standardization of educational processes. It is concluded that, although tutors play a relevant role in mediating between state educational policy and everyday school practices, their autonomy remains constrained by programmatic prescriptions and by the managerial rationality that permeates the administration of state public education.