Políticas de responsabilização educacional e seus desdobramentos no trabalho docente de professores do município de Crato: um estudo na ótica docente.

Abstract

The present research is linked to the Research Line on History, Politics, and Educational Management of the Graduate Program in Education (PPGEd) at the Center for Humanities of the Federal University of Campina Grande (UFCG). The study investigated the process of creation and implementation of educational accountability policies in the context of the state of Ceará, focusing on the Cariri region of Ceará, with the municipality of Crato as its locus. The research is justified by the need to understand how accountability policies affect school dynamics and teaching work, as well as the factors that may interfere with this process. Above all, it aims to expand scientific production in the area of the municipality under study. The general objective of this investigation is to understand the implications of accountability policies on the teaching work of teachers in the municipal network of Crato-CE. The specific objective is to identify the specificities of the investigated object in its multiple movements, considering the factors or social processes that contribute to its understanding, based on historical dialectical materialism (Netto, 2011; Cury, 1985). The methodological procedures used during the research include documentary analysis based on the laws and decrees that regulate accountability policies in the state of Ceará and the municipality of Crato, as well as bibliographic research, based on the analysis of dissertations, theses, and articles by authors in the field. Semi-structured interviews were also used as a data collection instrument to map the discourses of teachers and answer the research questions. To analyze the collected data, Bardin's content analysis (1977) was used. The study evidenced the presence of educational accountability policies in the municipality of Crato, focusing on the measurement of results, but also a significant growth in educational practices based on market principles to achieve the expected results. This accountability based solely on results falls on institutions, teachers, and students, who are encouraged to achieve goals; if successful, they are rewarded with a prize instituted by law in the municipality. This strategy constitutes a unilateral accountability mechanism, based on managerialism and the principle of meritocracy. The views of the research participants revealed dissatisfaction and discontent with the municipality's educational model, especially with the lack of support and appreciation for teaching work.