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The set of changes that has taken place in the educational systems in the last decades has had, as a fundamental vector, changes in the justice program that regulates its functioning. It is the paradigm of effective school that has gradually gained influence. This evolution of the principles of justice and logics of operation has repercussions on the forms of exercise of the teaching activity as an essential pillar for the attainment of these new orientations. However, these new demands do not mean that they are mechanically assimilated by these professionals. Namely, it is possible to discern a diversity of acting logics, based on different compositions of regimes of action, in the exercise of the professional activity, that comes into tension with the performative logics embedded in the functioning of the educational system. Data collected during the course of a research project pempirically supports the inquiries carried out under a pragmatist theoretical approach. SOCIOLOGIA ON LINE, n.o 21, dezembro 2019, pp. 11-35 | DOI: 10.30553/sociologiaonline.2019.21.1

Está o governo da escola sob o comando da norma padronizada? Quando a crítica mordaz curto-circuita as ordens de grandeza das formas de governação