Trabalho docente, infância e políticas de alfabetização e de avaliação: um estudo sobre a identidade das professoras de 1º ciclo de Belo Horizonte

Abstract

This research analyzes the repercussions of the literacy education policies (PNAIC, Programa Mais Alfabetização) and evaluation (SAEB, SIMAVE, AvaliaBH) on the work and the professional identity of first cycle teachers of Rede Municipal de Educação de Belo Horizonte. In the development of the research, a bibliographical review was done on teaching work, childhood and literacy and evaluation policies as well as a documentary survey of norms related to the subject of the research, 1st cycle teachers, and to the context of conducting the research, the Rede Municipal de Educação de Belo Horizonte and its pedagogical policies. In the field research, an exploratory questionnaire was applied and semistructured interviews were carried out. The thesis is based on the understanding that the work and the identity of the teachers who work in the first cycle of elementary education have been modeled through the current literacy and evaluation policies. It is believed that, in the search for the improvement of the quality of education and overcoming the low rates of student learning, the school has been characterized as the core of management, that is, it has been increasingly associated with the culture of efficiency and demonstration of results. And the classroom has become a place for the development of didactics of results, thus redefining the work and identity of its teachers. The reconfiguration of school organization and knowledge, contributing to the impoverishment of the concept of literacy and to the reduction of childhood and the child to the status of student, have called into question the right to education, its objectives and purposes and have been giving new meanings to the education and, in particular, the school literacy process. The first cycle teachers of the Rede Municipal de Educação Belo Horizonte, on the one hand, experience the evaluation culture in daily school life and, on the other hand, seek to develop educational practices that recognize the child and childhood and their ways of learning, beyond the student function. They also seek to give meaning to the process of literacy and to the social responsibility of their work in the midst of new modeling of their identity.