Prova Brasil uma estratégia de governamentalidade

Abstract

In this Thesis problematize the effects of Prova Brasil, as one of the modalities of national assessment within the daily school work and teaching. The study considers the different stages of implementation of the evaluation presenting two movements of research. First describes and analyzes the effects of the discourses of the institution Prova Brasil that using the mediatic device seeks to convince and co-opt individuals on the need of evaluation practice as a prerequisite for improving the quality of national education. In this sense, the research deals with problematizing the advertising campaign about the official Prova Brasil considering the three videos of release, one of which presents the statement of the Minister of Education. It also examines some websites for dissemination of results of the evaluation and printed material, both created and maintained by the federal government partners in the project "Todos pela Educação". In a second investigative movement is considered the effects Proof of Brazil in daily school work and teaching from the perspective of managers and teachers at a local level, setting a case study in the municipality of Arroio Grande, Rio Grande do Sul. Are interviewed two pedagogic coordinators the Municipal Secretary of Education and seven teachers evaluated. The teachers interviewed are part of the teaching staff from two public schools that participate in the Prova Brasil since 2005 and have a performance considered low. The research is anchored in referential poststructuralist Foucauldian inspiration using concepts such as speech, regime of truth and governmentality. The analysis of the statements builds the Thesis in two directions: the establishment of a consensus on the meaning of quality of education and the institution of a new working relationship in the field of teaching performance. Regarding the direction of improving and the quality of public education, the discourses converge on the premise of numeric indices as a precondition for registration in several levels of excellence in education. In relation to the professional practice of the magisterium notes a context marked by selfaccountability and competition, demanding new experiences in the teaching profession.