Salary incentive policies for teachers in Brazil: an update

• Autor(a) principal: Brooke, Nigel
• Data de Publicação: 2020
• Outros Autores: Rezende, Wagner
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Pesquisa e Debate em Educação (Online)
• Texto Completo: https://periodicos.ufjf.br/index.php/RPDE/article/view/31220
• topic: Avaliação educacional; Política Educacional; Incentivos salariais; Accountability; Brasil; Educational assessment; Education policy; Salary incentives; Accountability; Brazil

The article summarizes the history and current status of state government accountability policies that associate salary bonuses with school-level measures of pupil performance in Brazil. This includes the evaluation of the diverse strands of criticism to which the policies have been subjected and the presentation of recent research regarding the consequences of accountability both in terms of its purported side-effects as well as the capacity to promote gains in pupil performance. The purpose is to enable education policy-makers and managers to go beyond the political debate and take a dispassionate view regarding the costs and benefits of salary incentive accountability currently in vogue in this country. The author concludes that the evidence concerning the impact of salary incentives on within- and between-school inequality is sparse and contradictory, as is the effect on the curriculum. The scarcity of research may be an indicator both that the negative consequences for teaching have been unduly exaggerated and that many researchers mistakenly believe Brazil to be simply repeating the context and nature of US high-stakes accountability. Conclusions regarding the probable impact on pupil learning are more robust with evidence indicating gains in pupil scores over the early years of policy implementation.