O estilo profissional docente: a interferência do IDEB na atividade de duas professoras em Maceió- AL

• Ano de defesa: 2019
• Autor(a) principal: Rosário, Elaine de Holanda
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Atividades docente; Professores de Ensino fundamental – Método de ensino; Índice de desenvolvimento da educação básica; Avaliação educacional; Escolas públicas – Alagoas; Teaching activities; Teachers of Elementary School - Method of teaching; Index of development of basic education; Educational evaluation; Public Schools - Alagoas; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5533

This research had as objective to investigate the possible influences of the Índice de Desenvolvimento da Educação Básica (IDEB) (Basic Education Development Index) in the professional style of two teachers of the initial years of Elementary School of the public school system of Maceió (Alagoas estate). The reflections were made from Vygotsky and his categories of analysis – mediation, activity, consciousness and thought and language – and the Clinic of the Activity of Yves Clot and his categories of analysis – Real Activity and Actual Activity, Gender and Style and Power of acting. We have as context two public elementary schools of the public school system of Maceió: one with IDEB considered high and another with IDEB considered low. This study is qualitative in nature; the techniques used were: interviews of life stories, observation sessions, filming and simple self-confronts. This research seeks to highlight the different aspects of the activity of each teacher, besides highlighting the peculiarities of the different school contexts, trying to evaluate to what extent they are important for the divergent results in the IDEB. The analyzes indicate that the teacher who works in the school with high IDEB seeks to adapt her professional style to the IDEB. She considers the positive index as a quality reference for her work. The teacher who works in the school with low IDEB does not directly develop her professional style having the IDEB as a reference and, despite criticizing the index as a criterion of quality of education, she is obliged to apply it.