Atuação de políticas educacionais sobre o trabalho docente: estudo do PNAIC no contexto de Santa Maria (RS) entre 2012 e 2016.

Abstract

This study aims to investigate the repercussions of the National Pact for Literacy in the Right Age (PNAIC) in teaching work, in the municipality of Santa Maria - RS, during the years of 2013 and 2016. More specifically, we looked at the PNAIC structure and dynamics within the municipal network of Santa Maria, the repercussions of the PNAIC's work on the teaching work of literacy teachers, and finally, we analyzed the articulations of the Program with the evaluation systems on a large scale. Initially, we propose that educational reforms are embedded in a broad context of social change influenced by the advance of neoliberalism as a regime of truth that alters social relations and subjectivities. Given this situation, we present the National Pact for Literacy in the Right Age as a program that aims to increase the indexes of child literacy from the qualification of literacy teachers through continuing education. We analyze the structure and dynamics of the action of the PNAIC in Santa Maria municipality considering some concepts and theorizations of Stephen Ball, Álvaro Moreira Hypolito, Dalila Andrade de Oliveira, Almerindo Janela Afonso and Gert Biesta regarding professionalism, teacher identity, performativity, managerialism, assessments and policy enactment. Methodologically, qualitative research is based on the Policy Cycle Approach, as data production instruments we used the documentary analysis of the official documents and legislations guiding the PNAIC, and semi-structured interview with 13 literacy teachers, 1 Study Advisor, 1 and the General Coordinator. To analyze the data we use content analysis. We identified that the institutional arrangement of the PNAIC allowed the diversity of interpretations and translations of the same policy in different practical contexts, according to the experience, subjectivity and expectation of each actor acted the politics. In addition, these subjects were crossed by the discourses inherent to the PNAIC and, as far as literacy teachers are concerned, we observed that politics produced new identities and professionalism, articulating collective and collaborative practices with control and performative technologies. Finally, it is concluded that the PNAIC acted in a hybrid way, since at the same time it valued the playful teaching practice, and at the same time contributed to the legitimacy of accountability and large-scale evaluation systems.