Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic

Detalhes bibliográficos
Autor(a) principal: Souza, Vilma Aparecida de
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação e Políticas em Debate
Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/46365
Resumo: This paper analyzes the consequences of the concept of “accountability”, present in the School Development Plan (Plano de Desenvolvimento da Escola, PDE-Escola) in the teaching work. Currently, this legal mechanism consolidates itself as a management tool of Ministry of Education (Ministério da Educação, MEC), becoming a gateway in educational establishments for federal programs that transfers resources to the executing units. Considering that Brazilian educational policies, such as PDE-Escola, are conducted on the “school floor” with a speech in the name of improving the quality of education, autonomy, participation and other flags of educators’ struggles, it is necessary to follow the process of materialization of these policies. In this sense, it is needed to understand the intentionality of the implementation of PDE-Escola and to reveal the constant contradictions in this policy in the context of practice. In order to investigate the PDE-Escola developments in the teachingwork, a dialogical interview with teachers from a municipality of Minas Gerais was used. The results showed that the promises announced by PDE-Escola policy materialized, on the “school floor”, a “backwards quality”, bringing perverse effects to the teaching work, due to the logic of accountability. It should be said that such “quality”, while focusing on the performativity of the school and its professionals, remained unchanged the material and objective conditions of work.   
id UFU-4_c7456d98304e57f6e7f12af8a5bfd529
oai_identifier_str oai:ojs.www.seer.ufu.br:article/46365
network_acronym_str UFU-4
network_name_str Revista Educação e Políticas em Debate
repository_id_str
spelling Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logicPitiques publiques et travail enseignant: le PDE-Escola et les dédoublements de la logique d’accountabilityPolíticas públicas e trabalho docente: a política do PDE-Escola e os desdobramentos da lógica de accountabilityPolíticas Públicas EducacionaisResponsabilização/accountabilityTrabalho DocentePublic Educational PoliciesAccountabilityTeaching WorkPolitiques publiques d'éducationResponsabilisation/accountabiliyTravail enseignantThis paper analyzes the consequences of the concept of “accountability”, present in the School Development Plan (Plano de Desenvolvimento da Escola, PDE-Escola) in the teaching work. Currently, this legal mechanism consolidates itself as a management tool of Ministry of Education (Ministério da Educação, MEC), becoming a gateway in educational establishments for federal programs that transfers resources to the executing units. Considering that Brazilian educational policies, such as PDE-Escola, are conducted on the “school floor” with a speech in the name of improving the quality of education, autonomy, participation and other flags of educators’ struggles, it is necessary to follow the process of materialization of these policies. In this sense, it is needed to understand the intentionality of the implementation of PDE-Escola and to reveal the constant contradictions in this policy in the context of practice. In order to investigate the PDE-Escola developments in the teachingwork, a dialogical interview with teachers from a municipality of Minas Gerais was used. The results showed that the promises announced by PDE-Escola policy materialized, on the “school floor”, a “backwards quality”, bringing perverse effects to the teaching work, due to the logic of accountability. It should be said that such “quality”, while focusing on the performativity of the school and its professionals, remained unchanged the material and objective conditions of work.   Ce travail analyse les conséquences du concept d’« accountability/responsabilisation » présent dans le dispositif législatif Plano de Desenvolvimento da Escola (PDE-Escola – Plan de développement de l’école) sur le travail enseignant. Le PDE-Escola se consolide actuellement comme un outil de gestion du Ministère de l’Éducation et se transforme en porte d’entrée dans les écoles pour les programmes fédéraux qui allouent les budgets des Unidades Executoras (Unités d’exécution). Comme les politiques d’éducation brésiliennes, comme le PDE-Escola, sont conduites pour la « base de l’école » selon un discours revendiquant l’amélioration de la qualité de l’enseignement, l’autonomie, la participation et autant d’autres étendards de luttes des éducateurs, il est indispensable d’accompagner leur processus de matérialisation. En ce sens, il faut comprendre l’intentionalité de la mise en œuvre du PDE-Escola et dévoiler les contradictions présentes dans cette politique dans le cadre de la pratique. Des entretiens dialogiques avec des professeurs d’une ville de l’état de Minas Gerais ont été organisés pour examiner les conséquences du PDE-Escola sur le travail enseignant. Les résultats montrent que, à la « base des écoles », la logique de la responsabilisation/accountability a des effets pervers sur le travail enseignant et que les promesses de la politique du PDE-Escola se concrétisent en « qualité à l’envers », qui se centre sur la performativité de l’école et de ses professionnels sans rien changer aux conditions matérielles et objectives du travail.O presente trabalho analisa os desdobramentos do conceito de "accountability/responsabilização", presentes no dispositivo legal Plano de Desenvolvimento da Escola (PDE-Escola) no trabalho docente. Atualmente, o PDE-Escola consolida-se como uma ferramenta de gestão do MEC, transformando-se em uma porta de entrada nas escolas para os programas federais que repassam recursos para as unidades Executoras. Considerando que as políticas educacionais brasileiras, como o PDE-Escola, são conduzidas para o "chão da escola" com um discurso em nome da melhoria da qualidade de ensino, de autonomia, da participação e de tantas outras bandeiras de lutas dos educadores, torna-se necessário acompanhar o processo de materialização de tais políticas. Nesse sentido, torna-se necessário compreender a intencionalidade da implementação do PDE-Escola e desvelar as contradições presentes nessa política no contexto da prática. Para investigar os desdobramentos do PDE-Escola no trabalho docente, foi utilizada a entrevista dialógica com professores de um município mineiro. Os resultados mostraram que as promessas anunciadas pela política do PDE-Escola materializaram no "chão das escolas" uma "qualidade às avessas", trazendo efeitos perversos ao trabalho docente, em decorrência da lógica da responsabilização/accountability. Uma "qualidade" que, ao mesmo tempo em que se centravam na performatividade da escola e de seus profissionais, manteve inalteradas as condições materiais e objetivas de trabalho.  Universidade Federal de Uberlândia2019-01-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/4636510.14393/REPOD.issn.2238-8346.v6n1a2017-11Revista Educação e Políticas em Debate; Vol. 6 No. 1 (2017)Revista Educação e Políticas em Debate; Vol. 6 Núm. 1 (2017)Revista Educação e Políticas em Debate; Vol. 6 No. 1 (2017)Revista Educação e Políticas em Debate; v. 6 n. 1 (2017)2238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/46365/25209Copyright (c) 2019 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessSouza, Vilma Aparecida de2022-07-21T14:17:09Zoai:ojs.www.seer.ufu.br:article/46365Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-07-21T14:17:09Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
Pitiques publiques et travail enseignant: le PDE-Escola et les dédoublements de la logique d’accountability
Políticas públicas e trabalho docente: a política do PDE-Escola e os desdobramentos da lógica de accountability
title Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
spellingShingle Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
Souza, Vilma Aparecida de
Políticas Públicas Educacionais
Responsabilização/accountability
Trabalho Docente
Public Educational Policies
Accountability
Teaching Work
Politiques publiques d'éducation
Responsabilisation/accountabiliy
Travail enseignant
title_short Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
title_full Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
title_fullStr Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
title_full_unstemmed Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
title_sort Public policies and teaching work: the policy of PDE-Escola and the depreciation on the accountability logic
author Souza, Vilma Aparecida de
author_facet Souza, Vilma Aparecida de
author_role author
dc.contributor.author.fl_str_mv Souza, Vilma Aparecida de
dc.subject.por.fl_str_mv Políticas Públicas Educacionais
Responsabilização/accountability
Trabalho Docente
Public Educational Policies
Accountability
Teaching Work
Politiques publiques d'éducation
Responsabilisation/accountabiliy
Travail enseignant
topic Políticas Públicas Educacionais
Responsabilização/accountability
Trabalho Docente
Public Educational Policies
Accountability
Teaching Work
Politiques publiques d'éducation
Responsabilisation/accountabiliy
Travail enseignant
description This paper analyzes the consequences of the concept of “accountability”, present in the School Development Plan (Plano de Desenvolvimento da Escola, PDE-Escola) in the teaching work. Currently, this legal mechanism consolidates itself as a management tool of Ministry of Education (Ministério da Educação, MEC), becoming a gateway in educational establishments for federal programs that transfers resources to the executing units. Considering that Brazilian educational policies, such as PDE-Escola, are conducted on the “school floor” with a speech in the name of improving the quality of education, autonomy, participation and other flags of educators’ struggles, it is necessary to follow the process of materialization of these policies. In this sense, it is needed to understand the intentionality of the implementation of PDE-Escola and to reveal the constant contradictions in this policy in the context of practice. In order to investigate the PDE-Escola developments in the teachingwork, a dialogical interview with teachers from a municipality of Minas Gerais was used. The results showed that the promises announced by PDE-Escola policy materialized, on the “school floor”, a “backwards quality”, bringing perverse effects to the teaching work, due to the logic of accountability. It should be said that such “quality”, while focusing on the performativity of the school and its professionals, remained unchanged the material and objective conditions of work.   
publishDate 2019
dc.date.none.fl_str_mv 2019-01-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/46365
10.14393/REPOD.issn.2238-8346.v6n1a2017-11
url https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/46365
identifier_str_mv 10.14393/REPOD.issn.2238-8346.v6n1a2017-11
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/46365/25209
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação e Políticas em Debate
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação e Políticas em Debate
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista Educação e Políticas em Debate; Vol. 6 No. 1 (2017)
Revista Educação e Políticas em Debate; Vol. 6 Núm. 1 (2017)
Revista Educação e Políticas em Debate; Vol. 6 No. 1 (2017)
Revista Educação e Políticas em Debate; v. 6 n. 1 (2017)
2238-8346
reponame:Revista Educação e Políticas em Debate
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista Educação e Políticas em Debate
collection Revista Educação e Políticas em Debate
repository.name.fl_str_mv Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com
_version_ 1799943958181183488

Registros relacionados