SOUZA, E. A.; http://lattes.cnpq.br/6775689775933097; SOUZA, Elizete Alves de.
Abstract:
The present dissertation, linked to Line 1: History, Politics, and Educational Management
of the Graduate Program in Education at the Federal University of Campina Grande
(PPGEd/UFCG), has the Pact for Learning in Paraíba – Pacto Soma/PB (2017-2021) as
its object of study. It analyzes the initiatives of Pacto Soma/PB related to external
evaluation, continuous teacher training, and the monitoring of literacy teachers'
performance in the classroom. These initiatives served as core strategies for the
realization of teacher reconversion and the formation of the “new faces” of teachers in
Paraíba’s public education networks. The research is based on historical-dialectical
materialism, analyzing the educational policies implemented in the state of Paraíba from
2012 to 2021, with an emphasis on Pacto Soma/PB and its set of initiatives, considering
the historical-social context of its formation. The following categories guided the
investigation: historicity, contradiction, and totality. For the analysis of the Pact, the
following content categories were used: teacher reconversion (Shiroma and Evangelista,
2003; 2008; 2015); external evaluation (Freitas, 2005; 2007; Bonamino; Souza, 2012);
continuous training (Shiroma; Evangelista, 2008; 2015; Decker, 2015); accountability
(Araújo, 2019; 2022; Afonso, 2009; Oliveira; Clementino, 2020); and transparency
(Afonso, 2009). The study relied on a bibliographic review of the proposed theme, with
a survey of academic production regarding evaluation initiatives in Brazil and Paraíba, as
well as the implementation of reconversion processes engendered by them. The primary
sources of data were legal and normative documents from the state of Paraíba that created
and instituted Pacto Soma/PB, selected through collection, review, organization, and
classification. With the identified documents organized in chronological order, data
synthesis and analysis were carried out, seeking similarities and contradictions. The
research revealed that the government of the state of Paraíba has been acting as an
educator by disseminating the managerial model within municipal education networks,
contributing to the creation of an environment conducive to the introduction of large-scale
external evaluation policies, monitoring results, and teacher work. It also showed that the
initiatives of Pacto Soma/PB, studied in this investigation, contributed to the
implementation of teacher reconversion processes in municipal education. It is concluded
that the proposed articulation between external evaluation and monitoring, as well as
between evaluation, monitoring, and continuous teacher training, are interwoven with the
aim of constituting the “faces” of a teacher who is dequalified, reconverted, evaluated, a
learner, and accountable.
