As repercussões da performatividade no trabalho docente em escolas públicas municipais de Vilhena-RO

Abstract

This thesis aims at to research how performativity impacts the Teachers' work in Elementary public schools, in the city of Vilhena, Rondônia. It intends to better understand the teachers experience with the changes in their labor process caused by neoliberal educational policies. Such policies are based on performance, comparison, results and competitiveness, characteristics of the market, introduced in education with various consequences for schools, students, society and, especially, for teachers who are addressed all the time by such policies in the search for certain performances that meet the demands of the neoliberal model. The theoretical foundation was based on studies on neoliberalism, large-scale evaluation, teaching work, culture of performativity, teacher malaise by authors such as Stephen Ball, Michael Apple, José Manuel Esteve, among others present in the national literature. In an attempt to understand the effects disseminated by the culture of performativity in teaching work, the qualitative approach research interviewed teachers from municipal public schools in the city of Vilhena, Rondônia. It was found out that the institution of the culture of performativity, linked to the process of reconfiguration of the role of the state, and the conduction of Brazilian neoliberal educational reforms and policies have produced an intensification and increase in teachers' malaise in the educational context of Vilhena-RO.