Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Rocha Júnior, Orandes Carlos da
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| Orientador(a): |
Cappelletti, Isabel Franchi |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9658
|
Resumo: |
The performance bonus for teaching in public education is a state public policy adopted since 2000. It was born by the for neo-liberal government needing to create quality indicators that could be accountable to international funding agencies to improve education in the state. In the last 10 years the practice of giving a bonus payment to teachers and schools well-evaluated by external evaluation organized by the Secretaria da Educação do Estado de São Paulo (SEE / SP) was used by all the governors who succeeded one another in the State Government . What has changed on every government, are the criteria used to assess the quality and therefore rewarding teachers with bonuses. The latest version of the bonus, legally known as Bonuses for Results, is the use of criteria Index Development of Education in the State of São Paulo (IDESP), an indicator of quality established from two complementary criteria: student performance in official examination of the state system, called System Evaluation of Educational Achievement of São Paulo (SARESP) and student flow. This research aims to listen to what teachers think about the Bonuses for Results in an attempt to identify causes of successes and failures of schools in achieving the goals established for the IDESP these results and reflections on teaching practice. Data collection was based on the use of open-ended questionnaires to teachers of the 5th grade of elementary school, 9th´s grade mathematics and Portuguese Language teachers of basic education in three schools in the state of Sao Paulo. It´s possible to identify the teachers' discontent by pressure and requirement generated by the need to achieve the goals of IDESP beyond the failure of the subsidy by results in all its intentions: public policy evaluation, salary and curriculum |
