Influência das políticas de responsabilização na prática pedagógica de professores em quatro estados da Região Nordeste

Abstract

Accountability policies influence teaching, particularly with regard to the professional autonomy of educators, being classified as high or low accountability. In the states of Bahia and Rio Grande do Norte such policies, based on student test results, have a low accountability for schools and teachers, while Paraíba and Pernambuco have a high accountability. The study sample consisted of 901 teachers from public primary and secondary schools in these four states, while data was collected through a self-administered electronic questionnaire. Statistical tests were conducted to determine the association between teaching practices and state-level accountability policies. The results show that school administrators in high-accountability states more intensively guide teachers to align their pedagogical practices with standardized tests.