Trabalhos de Hércules, penas de Prometeu: a pedagogia de resultados e a precarização do trabalho docente numa escola municipal de Mesquita RJ

• Autor(a) principal: Moreira, Renato Simões
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10263
• topic: External Reviews; Managerialism; Performativity; Precariousness; Avaliações Externas; Gerencialismo; Performatividade; Precarização; Escolas - Avaliação; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL::ADMINISTRACAO DE UNIDADES EDUCATIVAS

The Brazilian Education Development Index (IDEB) became, in the popular imagination, synonymous with educational excellence the higher, the more effective the educational institution. The media, in general, reinforces this image constructed by common sense, publishing materials and articles about the "success stories" or "failure" of IDEB, besides the already known hierarchical lists of schools, according to the index obtained in evaluations external. Generally, the weight for student failure is placed on the shoulders of schools, through public opinion, that unfold in search procedures to lessen, at least, the damage caused by a low rating. In the "front line" of this "fight" the low rates are the teachers, who often need to adjust their work not to the reality of his students, but the needs imposed by containment plans of losses of the Departments of Education, aiming primarily improved performance in large-scale evaluations. This research was born from the concern caused by this state of affairs, and leaned on the precariousness effects of these contingency plans on the work of teachers of a public school Mosque, in the Baixada Fluminense. Through interviews, field observations and document analysis, we tried to identify signs of deteriorating teaching conditions by virtue of obedience to managerial nature plans, seeking leverage born indices of large-scale assessments. At the same time, we analyzed the evidence of a counter-hegemonic movement and spontaneous that, appearing in small and isolated attitudes in daily life, emerges from the pedagogical practice in response to the demands of an increasingly focused education to the market philosophy.