As políticas de avaliação em larga escala e trabalho docente: dos discursos eficientistas aos caminhos contrarregulatórios

Abstract

The evaluation of education systems has taken on great relevance in the international and national education. Since the mid-1990, in Brazil, it intensifies and advances as centerpiece on gear in pursuit of quality. Effects has been generated in the daily life of schools and at work. This article discusses primarily performing characteristics, regulatory and responsible norms that these evaluations take directly at work. We present findings of research conducted in schools of two municipal networks located in the Baixada Fluminense, the metropolitan region of Rio de Janeiro. Aims to investigate the senses and the effects that the results of external evaluations, in basic education have provoked the development of teaching work, focusing on the perspective of school managers and teachers. The triggering issue of our investigation has generated around this goal: as standardized test results and IDEB (basic education development index) have interfered at work teaching developed in their classrooms? Among the findings, we identified a broad process of intensification of work, accompanied by accountability and disqualification of the teachers. In addition, there is a set of performative elements and regulators that appear in the daily and featuring a neotecnicista bias at work.