Performatividade e subjetividade na gestão escolar
Arquivos
Data
2016-01
Autores
Sousa, Francisco Lindoval de 
Orientadores
Giglio, Célia Maria Benedicto
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Neste trabalho investigamos o impacto das políticas públicas de educação da
Secretaria de Estado da Educação de São Paulo (SEE/SP), fundamentadas pelos princípios do
gerencialismo, calcadas no aumento da eficiência para atingir metas e resultados, sobre a
Gestão Escolar e sobre o trabalho dos gestores escolares (diretor de escola, vice-diretor de
escola e professor coordenador pedagógico). Tomamos como hipótese a construção teórica
apresentada por Stephen Ball que apresenta como característica das políticas de reforma
educativa a presença de tecnologias que tendem a transformar não apenas as organizações,
mas também os profissionais, por meio de dispositivos de performatividade.
O foco da pesquisa é a reforma do ensino paulista inaugurada na década dos anos de
1990 e o desenvolvimento de medidas voltadas à melhoria dos resultados das escolas, mais
especificamente a avaliação externa, iniciada com o Sistema de Avaliação do Rendimento
Escolar do Estado de São Paulo (Saresp) – em 1996; o Índice de Desenvolvimento da
Educação de São Paulo (IDESP), instituído pelo Programa de Qualidade na Escola (PQE) e o
Sistema de Bonificação por resultados, implantado pela Lei Complementar nº 1078 de 2008.
Os efeitos dessas políticas performativas sobre as práticas de gestão e sobre a
subjetividade de gestores escolares foram investigados num conjunto de quatro escolas
estaduais no município de Itaquaquecetuba, cidade localizada na região metropolitana de São
Paulo.
Da análise dos resultados das entrevistas realizadas com gestores e com base na
seleção das escolas a pesquisa revelou alguns efeitos da performatividade sobre os gestores
escolares e gestão das escolas.
In this work we investigated the impact of public education policies of São Paulo State Educacion Department (SEE/SP), motivated by principles of managerialism, grounded on increasing efficiency to achieve goals and results, on the School Management and the work of school administrators (principal, assistant principal and pedagogical coordinator). We take as hypothesis theoretical construction by Stephen Ball presenting as characteristic of educational reform policies the presence of technologies that tend to transform not only organizations, but also professionals through performativity devices. The focus of the research is to reform the educational system of the São Paulo State opened in the late 1990s and the development of measures aimed at improving the results of schools, specifically the external evaluation, which began with the Evaluation of Educational Achievement System of the São Paulo State (Saresp) - in 1996; Development Index of Education of São Paulo (Idesp) established by the Quality in School Program (PQE) and the Bonus System for results, established by Complementary Law nº 1078/2008. The effects of these performatives policies on the management practices and the subjectivity of school managers were investigated in a set of four state schools in the Itaquaquecetuba city, a city located in the metropolitan area of São Paulo. Analyzing the results of the interviews with managers and based on the selection of schools the survey revealed some effects of performativity on school managers and school management
In this work we investigated the impact of public education policies of São Paulo State Educacion Department (SEE/SP), motivated by principles of managerialism, grounded on increasing efficiency to achieve goals and results, on the School Management and the work of school administrators (principal, assistant principal and pedagogical coordinator). We take as hypothesis theoretical construction by Stephen Ball presenting as characteristic of educational reform policies the presence of technologies that tend to transform not only organizations, but also professionals through performativity devices. The focus of the research is to reform the educational system of the São Paulo State opened in the late 1990s and the development of measures aimed at improving the results of schools, specifically the external evaluation, which began with the Evaluation of Educational Achievement System of the São Paulo State (Saresp) - in 1996; Development Index of Education of São Paulo (Idesp) established by the Quality in School Program (PQE) and the Bonus System for results, established by Complementary Law nº 1078/2008. The effects of these performatives policies on the management practices and the subjectivity of school managers were investigated in a set of four state schools in the Itaquaquecetuba city, a city located in the metropolitan area of São Paulo. Analyzing the results of the interviews with managers and based on the selection of schools the survey revealed some effects of performativity on school managers and school management
Descrição
Citação
SOUSA, Francisco Lindoval de. Performatividade e subjetividade na Gestão Escolar, 2016. 204 f. Dissertação (Mestrado em Educação) – Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos, 2016.