SANTOS, L. D.; http://lattes.cnpq.br/3522293375691289; SANTOS, Luane Diniz dos.
Résumé:
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.