O trabalho docente no movimento de reformas educacionais no estado do Acre

Abstract

This theory analyzes the teachers' work in the basic education of the public system in the State of Acre, starting from the movement of educational reforms implemented in the last decade (1999-2009) in the State, considering the teachers working conditions, formation, career and remuneration. The influence of the policies implemented in the field of teachers formation, career, remuneration and of the normative procedures that regulate the profession, checking if those aspects were responsible for the improvement of the educational indicators. It was also tried to identify the mechanisms of regulation which are characteristic and specific of the teachers work in Acres educational context. The research used quantitative and qualitative data and range of methodological procedures, such as document analysis, questionnaire and interview. In the first phase of the research, a survey was accomplished with 240 teachers of the basic education who work in the state schools; and in the second moment, 08 teachers were interviewed. To analyze the data, the study was based on the regulation theory as a conceptual tool, underpinned in Aglietta (1979) and connected to the works by Ball (1992), Barroso (2005, 2006), Lessard (2006), Oliveira, (2005, 2006) and Reynaud (1988). The analysis was also based on the discussion of performance culture, performativity, accountability, and the intensification of the teachers work. The study evidenced that, the process of educational reforms in Acre assumed, in a good extent, a hybrid configuration by mixing proposals linked to a critical and emancipatory perspective with those ones connected to an economism and managerial orientation perspective. The results demonstrated that the teachers work suffered significant changes, in the last decade, conditioning the teaching activities to the needs of producing better results of the students' achievement in the national exams. The policies for in-service initial formation, career improvement plan and teachers' wages had contributed to the improvement of the indicators. Along with those policies, the restructuring of the teachers work (which turned to be more controlled, based on the demand for results set in the educational goals) was analyzed as a preponderant factor for the improvement in the students' performance, once this became an additional aspect to a new process of educational regulation.