A performatividade e o trabalho docente na escola pública: concepções e alguns de seus efeitos.

Abstract

This thesis objective to investigate the effects of performativity, in the context of educational policies, on teaching work in the public school. The concept of performativity is developed by the English researcher Stephen Ball in order to express the culture of performance disseminated as a political method to transform subjectivities and consolidate a conception of teacher, education and society of market. The assumptions of critical sociology of education of macro-micro bias were assumed to problematize the relations between global and local issues. And as methodological guidance, the policy cycle approach was used, consisting of three contexts: the context of influence and political strategy; the production of the political text; and school practice and its effects. Thus, the first chapter outlined the emergence of performativity, placing it on the list of interests in the governance proposal, from which multilateral organizations promote a globally structured agenda for education, including to teachers. The second chapter analyzed the construction process of the policies, the State question and the public management model impressed by managerialism and its reflexes in the ongoing performance profile of teachers in Brazil. The third chapter alluded to the scenario of the state network of Rio Grande do Sul (RS), identifying the promotion of managerial and performative mechanisms, through strategies of installment and retention of salaries, intensification of working hours (with more students per class, less number of classes, control of the number of classes given by the teachers), flexibility of the teaching career, in addition to the institutionalization of External Evaluation System of RS (SAERS) and the proposal of a standardized curriculum (Gaucho Reference and High School Reform). The meritocratic principles instilled in these mechanisms and their link to neoliberal market ideals were clarified, besides its opposition to democratic ideals. Finally, the teaching work in two public high schools in the city of Pelotas/RS was analyzed. Data were collected through school observations and interviews with teachers and managers, crossing them with school information and fees. The results were explored based on content analysis, seeking to identify the senses and meanings involved beyond the words composing them, within three analytical categories: the reality of the identified teaching work and the main challenges; the scenario experienced in the face of educational policies in vogue for high school; and the role of the teacher and the construction of the school project. It was possible to elucidate the overloaded work situation, with the teachers not feeling valued and recognized in their profession as a means that make the teacher more susceptible to the logic of performance. It was noted that the policies in vogue in High School are embedded in a program aimed at preparing for work and in which teachers have a passive role, with actors and business institutions being valued. Finally, at the end, it was understood the necessity to reaffirm the role of the teacher and the public school in a project of participatory accountability and negotiated quality.