Redefinition of school management based on the granting of teaching bonuses

Abstract

Since the 1990s, evaluation instruments applied by areas outside the school have multiplied in the country under the argument of measuring their quality. Establishing comparisons and rankings, such tools began to be used to reward or punish teachers and schools, whose pedagogical work was linked to success or failure in the tests applied. The aim of this study, in this sense, is to analyze the changes made in the career plan of the teaching profession of a municipal school system to insert the results of a student evaluation as a teaching bonus tool. Based on this, using a documental analysis, we reflect on how school management detaches itself from singular and social objectives in order to adapt to defined macro demands and become an instrument for the reproduction of economistic interests. Authors such as Dale (2010), Thenig (2006), Esquinsani and Dametto (2018) and Freitas (2012) are used as references, which are discussed in relation to the legal artifacts selected through hermeneutics-dialectic. With the analysis, it is identified that, in the case in question, the public power's desire to solve the problem of the quality of education resulted in an evaluation process that holds teachers accountable, directing school management to encourage the achievement of individual professional reward, contrary to democratic precepts.