Evaluation policy of the teaching performance in the Brazilian state education networks

Detalhes bibliográficos
Autor(a) principal: Zatti, Antonio Marcos
Data de Publicação: 2019
Outros Autores: Minhoto, Maria Angélica Pedra
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/157694
Resumo: This article presents an analysis of the legal provisions that establish the Teaching Performance Assessment (ADD ) in the public primary education state networks in Brazil, obtained in a Master’s Degree research, and the relation of this initiative to the teachers’ remuneration. To do so, a survey of the legislation in force in the year 2015, both in the official sites of the departments of education, and by correspondence to these bodies. It was verified the existence of this initiative in 24 Brazilian states, but only in 14 the policy was effectively in force in 2015. The effects of the ADD on the teaching salary were then classified in career progression and bonus. The criteria for assessing teacher performance were ordered and analyzed according to their frequency in different states. The theoretical foundations that guided the analysis were some of the studies by Herbert Marcuse, on the logic of development of modern industrial society and its contradictions, and the analyzes developed by Robert Castel, about the latest changes in work relations and its precariousness in contemporary society. The text presents the national and international contexts in which the recommendations for the adoption of the ADD were consolidated, analyzes the legislation and concludes exposing limits and contradictions of the evaluation of the teaching performance for the valorization of the teaching profession and the social recognition of this activity, by stimulating individualism, adaptation, accountability, control over behavior and technological reasoning among these professionals.
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spelling Evaluation policy of the teaching performance in the Brazilian state education networksPolítica de avaliação do desempenho docente nas redes estaduais de ensino do BrasilEvaluation of teaching performanceBasic educationEducational policyCritical theoryAvaliação de desempenho docenteEducação básicaPolítica educacionalTeoria críticaThis article presents an analysis of the legal provisions that establish the Teaching Performance Assessment (ADD ) in the public primary education state networks in Brazil, obtained in a Master’s Degree research, and the relation of this initiative to the teachers’ remuneration. To do so, a survey of the legislation in force in the year 2015, both in the official sites of the departments of education, and by correspondence to these bodies. It was verified the existence of this initiative in 24 Brazilian states, but only in 14 the policy was effectively in force in 2015. The effects of the ADD on the teaching salary were then classified in career progression and bonus. The criteria for assessing teacher performance were ordered and analyzed according to their frequency in different states. The theoretical foundations that guided the analysis were some of the studies by Herbert Marcuse, on the logic of development of modern industrial society and its contradictions, and the analyzes developed by Robert Castel, about the latest changes in work relations and its precariousness in contemporary society. The text presents the national and international contexts in which the recommendations for the adoption of the ADD were consolidated, analyzes the legislation and concludes exposing limits and contradictions of the evaluation of the teaching performance for the valorization of the teaching profession and the social recognition of this activity, by stimulating individualism, adaptation, accountability, control over behavior and technological reasoning among these professionals.Este artigo apresenta uma análise dos dispositivos legais que instituem a Avaliação do Desempenho Docente (ADD) nas redes públicas estaduais de educação básica no Brasil, obtidos em uma pesquisa de mestrado, e a relação dessa iniciativa com a remuneração dos professores. Para tanto, procedeu-se um levantamento da legislação, em vigor no ano de 2015, tanto nos sítios oficiais das secretarias de educação, como por meio do envio de correspondência a esses órgãos. Constatou-se a existência dessa iniciativa em 24 estados brasileiros, porém apenas em 14 a política estava efetivamente em vigor em 2015. Os efeitos da ADD na remuneração docente foram então classificados em progressão na carreira e bonificação. Já os critérios para avaliar o desempenho docente foram ordenados e analisados segundo sua frequência nos diferentes Estados. As bases teóricas que orientaram as análises foram alguns dos estudos desenvolvidos por Herbert Marcuse, acerca da lógica de desenvolvimento da sociedade industrial moderna e suas contradições, e as análises desenvolvidas por Robert Castel, a respeito das transformações mais recentes nas relações de trabalho e a sua precarização na sociedade contemporânea. O texto apresenta os contextos nacional e internacional nos quais foram sedimentadas as recomendações para a adoção da ADD, analisa a legislação e finaliza expondo limites e contradições da avaliação do desempenho docente para a valorização do magistério e o reconhecimento social dessa atividade, ao estimular o individualismo, a adaptação, a responsabilização, o controle sobre o comportamento e o raciocínio tecnológico entre esses profissionais.Universidade de São Paulo. Faculdade de Educação2019-05-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/15769410.1590/s1678-4634201945188993Educação e Pesquisa; v. 45 (2019); e188993Educação e Pesquisa; Vol. 45 (2019); e188993Educação e Pesquisa; Vol. 45 (2019); e1889931678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/157694/152972https://www.revistas.usp.br/ep/article/view/157694/152971https://www.revistas.usp.br/ep/article/view/157694/156286Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessZatti, Antonio MarcosMinhoto, Maria Angélica Pedra2021-06-13T21:31:26Zoai:revistas.usp.br:article/157694Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Evaluation policy of the teaching performance in the Brazilian state education networks
Política de avaliação do desempenho docente nas redes estaduais de ensino do Brasil
title Evaluation policy of the teaching performance in the Brazilian state education networks
spellingShingle Evaluation policy of the teaching performance in the Brazilian state education networks
Zatti, Antonio Marcos
Evaluation of teaching performance
Basic education
Educational policy
Critical theory
Avaliação de desempenho docente
Educação básica
Política educacional
Teoria crítica
title_short Evaluation policy of the teaching performance in the Brazilian state education networks
title_full Evaluation policy of the teaching performance in the Brazilian state education networks
title_fullStr Evaluation policy of the teaching performance in the Brazilian state education networks
title_full_unstemmed Evaluation policy of the teaching performance in the Brazilian state education networks
title_sort Evaluation policy of the teaching performance in the Brazilian state education networks
author Zatti, Antonio Marcos
author_facet Zatti, Antonio Marcos
Minhoto, Maria Angélica Pedra
author_role author
author2 Minhoto, Maria Angélica Pedra
author2_role author
dc.contributor.author.fl_str_mv Zatti, Antonio Marcos
Minhoto, Maria Angélica Pedra
dc.subject.por.fl_str_mv Evaluation of teaching performance
Basic education
Educational policy
Critical theory
Avaliação de desempenho docente
Educação básica
Política educacional
Teoria crítica
topic Evaluation of teaching performance
Basic education
Educational policy
Critical theory
Avaliação de desempenho docente
Educação básica
Política educacional
Teoria crítica
description This article presents an analysis of the legal provisions that establish the Teaching Performance Assessment (ADD ) in the public primary education state networks in Brazil, obtained in a Master’s Degree research, and the relation of this initiative to the teachers’ remuneration. To do so, a survey of the legislation in force in the year 2015, both in the official sites of the departments of education, and by correspondence to these bodies. It was verified the existence of this initiative in 24 Brazilian states, but only in 14 the policy was effectively in force in 2015. The effects of the ADD on the teaching salary were then classified in career progression and bonus. The criteria for assessing teacher performance were ordered and analyzed according to their frequency in different states. The theoretical foundations that guided the analysis were some of the studies by Herbert Marcuse, on the logic of development of modern industrial society and its contradictions, and the analyzes developed by Robert Castel, about the latest changes in work relations and its precariousness in contemporary society. The text presents the national and international contexts in which the recommendations for the adoption of the ADD were consolidated, analyzes the legislation and concludes exposing limits and contradictions of the evaluation of the teaching performance for the valorization of the teaching profession and the social recognition of this activity, by stimulating individualism, adaptation, accountability, control over behavior and technological reasoning among these professionals.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/157694
10.1590/s1678-4634201945188993
url https://www.revistas.usp.br/ep/article/view/157694
identifier_str_mv 10.1590/s1678-4634201945188993
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/157694/152972
https://www.revistas.usp.br/ep/article/view/157694/152971
https://www.revistas.usp.br/ep/article/view/157694/156286
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 45 (2019); e188993
Educação e Pesquisa; Vol. 45 (2019); e188993
Educação e Pesquisa; Vol. 45 (2019); e188993
1678-4634
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instname_str Universidade de São Paulo (USP)
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reponame_str Educação e Pesquisa
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