Políticas educacionais e políticas de responsabilização: efeitos sobre o trabalho docente, currículo e gestão

• Autor(a) principal: Ivo, Andressa Aita
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFPel - Guaiaca
• Texto Completo: http://guaiaca.ufpel.edu.br/handle/123456789/1675
• topic: Políticas educacionais; Trabalho docente; Currículo; Gestão; Educational policies; Teaching; Curriculum; Management; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study deals with the educational policies implemented in recent decades in Brazil, from managerialist character models, with an emphasis on productivity, efficiency, competitiveness, meritocracy, transferring to schools the guidelines and models of corporate management. It was analyzed the policies of educational management at the municipal school system of Santa Maria - RS, which are presented with an emphasis on meritocracy, in educational indices and in policies of evaluation, related to issues of school management, teaching, curriculum and evaluation systems. The time frame defined for the analysis of educational policies corresponds to the period from 2009 to 2012, the research used quantitative and qualitative data and varied methodological procedures, such as documental analysis and interviews. Participated in the research three members of the administrative and pedagogical staff of SMED, five teachers and four members of the management team of the schools in the municipal education system investigated. The analysis was based on the discussion of performativity, accountability, meritocracy and responsibility. The study evidenced the importance of evaluation systems largely in the actions of SMED, and its repercussion in the school curriculum to prepare students specifically for Prova Brasil. As for teaching, it builds-up a way of thinking, where teachers feel responsible for the results and the quality of teaching, the terrors of performativity, are recurring among teachers. We observed that managers of schools have a central role in the policy of SMED, because they are seen as articulators of the process. Finally a quality education cannot be achieved by a strategy of testing students, of teacher accountability, meritocracy, and above all by the transfer of responsibilities from the state to the schools.