Avaliação de Desempenho Individual E SIMAVE sob o neoliberalismo: controle e precarização do trabalho docente em Minas Gerais (2007-2020)

Abstract

The present doctoral research has a theoretical nature and a qualitative approach. It aimed to understand the implications of the evaluation policies of the teaching work, in particular the Individual Performance Assessment (ADI) and the Public Education Equity and Assessment System in Minas Gerais, from the year 2007, after five years of the implementation of the “Management Shock Program” in 2003, during the government of Aécio Neves, which starts the New Public Management within the context of neoliberalism. The study was based on documental and bibliographic research. The following documents and relevant legislation were analyzed: the Federal Constitution/1988; the Law of Basic Guidelines for National Education nº 9.394/1996; the current Plan for Positions and Careers for Education Professionals in the state of Minas Gerais; and the National Plan for Education and the State Education Plan in addition to resolutions and guidelines from the State Board of Education and the State Department of Education of that state. In order to achieve our objective, a bibliographic survey of theses, dissertations and scientific articles produced in Brazil was carried out in order to analyze what researches had identified the neoliberal forms of teacher evaluation implemented in the Basic Education in Brazil in recent years. The hypothesis of this study is that ADI and the Public Education Equity and Assessment System (SIMAVE), which impact the teaching work, are presented as forms of control and precariousness of work, in a context in which the expansion of teacher performance evaluations in the public network has become the guiding thread of educational policies, affecting the subjectivity and autonomy of teachers, generating physical and mental exhaustion, even the Burnout Syndrome resulting from these and other problems. The thesis is that the demands placed by the State in the face of educational reforms that took place in the context of neoliberalism, in particular from 2016 on, under President Temer government in Brazil, and also from 2003 on, in the state of Minas Gerais, have implied an increase in functions, greater control of capital over the work of teachers and school dynamics. In this sense, the study also focuses on a critical understanding of the elements imbricated in the current conditions of teaching work. Furthermore, it examines how the demands placed by the government in the current context determine control practices and their implications for the teachers of the public Basic Education network in Minas Gerais.