The objective of this research is to understand how the pedagogic coordinator carries out the political mediation, throughout school routine, between the educational policies implemented by the Municipal Secretary of Education of Rio de Janeiro (SME/Rio ) and the school community. As far as theory is concerned, Ball (1994, 2001, 2002) is referred to, considering the concepts of performativity, managerialism and recontextualization of the policies in the micro field- the schools. Based on Ball, Marcondes (2013, 2014) theories are also taken into consideration on the role of the pedagogic coordinator as a mediator between the policies and the teachers. In terms of socioaffective aspects, the reference is Del Prette and Del Prette (1998, 2012) with social abilities conception of coordinator s political mediation. This research is qualitative and the tool used was the semi-structured interview with eighteen (18) school coordinators who attended students from the first five years of elementary school, whose results on the IDEB (BRAZIL, 2011) and on the IDERio (RIO DE JANEIRO, 2011) were good in 2011. We come to the following conclusions: considering their job, the coordinators feel like firefighters since they usually deal with emergency issues at schools. Taking political mediation into account, our main focus, we found three dimensions in a coordinator s performance: organizational, pedagogic and socioaffective. These three dimensions are intimately connected. Considering the examples provided by the coordinators, we could define each dimension. The coordinators pointed out that the organizational dimension is used basically during the study center when teachers plan their classes. During that time, teachers get to know the information sent by the Municipal Secretary of Education – SME/Rio, and ask questions about the material (Orientações Curriculares, Descritores, Cadernos de Apoio Pedagógico). The organizational dimension can get highly regulatory when a coordinator checks the class diaries, takes a look at teachers lesson plans, and makes sure the activities were done. In the organizational dimension, many times the coordinator substitutes for a missing teacher due to a lack of a suitable infrastructure at schools. Considering the pedagogic dimension, the coordinators claimed that, together with the teachers, they make activities that aim at students good performance on exams. Moreover, they plan activities based on the Political Pedagogic Project. In addition, they make and use activities for review classes and after-school for the students with learning difficulties. In terms of evaluation, besides the bimonthly exams provided by the SME/Rio, they create and recreate various tools to track students progress. They also make activities to enrich the curriculum using a variety of didactic resources, in addition to the materials sent by the SME/Rio. In respect to the socioaffective dimension, the data show that the coordinators aim at creating affective bonds with several segments of the school community in order to conciliate personal socioaffective demands with the recontextualization process of the SME/Rio policies. In this dimension, the coordinator deals with the expectations of the teachers, the parents and the students to create a friendly environment in order to achieve the performance goals. During the meetings set up by the coordinators, it s important to conciliate the conflicts that might come up between the teachers opinions and the political demands of the SME/Rio.