Desdobramentos do prêmio escola nota dez na organização e na gestão de uma escola municipal do Crato/CE.

Abstract

This dissertation presents research results, linked to Line 1: Educational History, Policy and Management of the Graduate Program in Education of the Academic Master's Degree in Education at the Federal University of Campina Grande (UFCG), which had as its object of study the developments of the Nota Ten School Award in a municipal school in Crato/CE. The Prize consists of a bonus, created in 2009, granted to municipal schools in the state of Ceará that raise the results of students in the 2nd, 5th and 9th grade of elementary school in the evaluations of the Permanent System of Evaluation of Basic Education of Ceará (SPAECE). The general objective of the investigation was to analyze the main consequences of the Award in the organization and management of a municipal school in Crato/CE that received the Award in 2019. It analyzes the context of the implementation of the Award, its principles, guidelines and organization and examines the strategies and actions carried out by the teachers and management team of the researched school, with regard to the dimensions of organization and management, with a view to obtaining the Prize in the year 2019. It also sought to know the relationships established between the school, the Municipal Secretariat of Education (SME) of Crato and the Secretariat of Education of the State of Ceará (SEDUC/CE) in monitoring the results of the school in Spaece, aiming at winning the Prize. The investigation proposed to contribute to the expansion of existing knowledge about the Prize due to its inducing function in relation to school management and pedagogical practices, as pointed out by experts on the subject. The theoretical-methodological framework of the investigation consisted of historical-dialectical materialism, with the adoption of the categories historicity, totality and contradiction. The content categories that guided the research were: large-scale external evaluation, accountability and school organization and management. It was developed through a bibliographical review and analysis of educational policy documents and relied on field research, observing the operating conditions of the school institution and semi-structured interviews with teachers and the management team. For the study of the interviews, content analysis was used as a technique, as defined by Bardin (2011).The research revealed that the Award affects the management and pedagogical practices developed at the school, with a view to aligning it with the managerial and productivist logic. Curriculum narrowing, the role of inducing evaluation, carrying out planning, evaluation and teacher training processes guided by the Award's principles and guidelines are some of its developments in the researched school.