O bônus de desempenho educacional do estado de Pernambuco: a realidade em escolas estaduais na cidade de Garanhuns

Abstract

The present research has as its object of study the Educational Bonus Policy of the state of Pernambuco, known as Educational Perfomance Bonus (BDE) and its implications for teaching work. The general objective of the research was to analyze the effects of the Educational Perfomance Bonus on the work of teachers in the State Education Network in the state of Pernambuco. The specific objectives were: (1) to investigate the relationship between the Educational Performance Bonus and teaching working conditions in state schools in the Public Education Network, in the city of Garanhuns, in the state of Pernambuco; (2) understand the current context of the Educational Performance Bonus in the city of Garanhuns, in the state of Pernambuco analyzing laws, decrees and goals; (3) analyze teachers’ views on the effects of the Educational Performance Bonus on education in the city of Garanhuns, in the state of Pernambuco. The theoretical-methodological approach adopted for this study was based on qualitative research and, as a research technique, the multiple case study was used. For data collection, semi-structured interviews were carried out. The research was carried out in two schools in the State Public Education Network in the city of Garanhuns in the state of Pernambuco, the first eing a school that presented good results in the Basic Education Assessment System (SAEB) and in the Pernambuco Educational Assessment System (SAEPE) in the latest editions. The second was a school that presented the opposite result to the first in both evaluation systems. The research participantes were 15 teachers who work in the schools mentioned. The research results showed that: 1) the educational Performance Bonus is a government instrument that encourages education professionals to respond positively to the bônus policy, taking responsibility for good educational results; 2) the Educational Performance Bonus directly influences the practice of education professionals; 3) teachers’ working conditions face challenges that hinder the development of the profession; 4) education in the Pernambuco state network follows a market standard that seeks improvements in educational indicators associating educational quality; 5) the majority of teachers participating in the research showed that the results of external evaluations represent the educational quality experienced by the school; 6) teaching is reduced to the transmission of contente subject to external tests and teaching work is diverted from its social function of preparing students to live in Society, to align them for their professional life.