Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Dias, Hugo Leonardo de Araújo
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| Orientador(a): |
Sousa, Clarilza Prado de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/40810
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Resumo: |
The problem that guides this dissertation is to investigate, based on responses from teachers from the Integral Education Program (PEI) to open interviews, how performance assessment and its neoliberal character impact teaching work and are included in public health policies. education in the State of São Paulo. The general objective is to analyze the basis of performance evaluation in teaching work carried out in PEI and the impacts of this evaluation on the political-pedagogical guidelines of the schools that make up the program. The specific objectives require examining the theoretical and methodological foundations of the PEI, analyzing the trends and challenges highlighted by related studies and understanding social representations as a possibility for investigating the teacher's context in the PEI. We analyzed the guidelines that make up the São Paulo Comprehensive Education Program and concluded that it has its own rules, as well as forms of school and pedagogical management linked to business dynamics, such as performance evaluation, one of PEI's exclusive management tools. We examined the trends on the PEI highlighted by related studies using a review of theses and dissertations in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the research analyzed indicated neoliberal trends in the PEI guidelines, which in turn guide the practices of educators. The researchers pointed out that many PEI school management and pedagogical tools do not contribute significantly to the development of educational actions in schools belonging to the program. After understanding the trends presented by related studies, a bibliographical review was carried out and demonstrated the existence of neoliberal nuances that allow implications for teaching subjectivity, enabling the emergence of educators guided by the logic of the market and managerialism, which favors the formation of the neoliberal subject. , capable of adapting to the modulations of market logic, based on the search for performance, effectiveness, success and its development as a company itself. The study carried out in a qualitative way has its theoretical basis in the theory of social representations in relation to research carried out with teachers, aiming to understand the effects of performance evaluation in the work carried out in the PEI. Social representations and their studies are shown to be a possibility of understanding the effects of teaching subjectivity in relation to the practices carried out by these professionals and their reverberations in the implementation of public policies in education, generating implications for the teacher and how he feels the context in which he develops his teaching. The subjects participating in the research were five teachers who had already undergone performance assessment in PEI schools and data collection was carried out through semi-structured interviews. The data analyzed reveal that teachers who teach in PEI do not find performance assessment to be a significant tool for developing their work. They claim that this assessment can be used as a mechanism in power relations at school, generating harm. be among educators by encouraging punishments, meritocracy, competitiveness, blaming the individual and their constant control. The study aims to stimulate reflections for the formulation of scientific articles and materials that can contribute to the development of courses and training on educational assessment in schools that belong to the Integral Education Program of the State of São Paulo |
