Política de avaliação de desempenho dos professores da rede municipal de educação de Piraquara: 2008 – 2022

Abstract

This research has as its theme the Performance Evaluation Policies for Teachers in the Municipal Education Network of Piraquara, in the time frame between 2008 and 2022. This municipality is part of the Metropolitan Region of Curitiba, Paraná State. Implemented although not long ago, the teacher performance evaluation policies have been consolidated in the last two decades. Supported by important legislation such as the 1988 Citizen's Constitution and the 1996 Law of Directives and Bases for National Education (LDB), these policies have generated some debates. Therefore, we have chosen the following problem: what principles guide the policy of performance evaluation of teachers in the Municipality of Piraquara? The general objective is to explain the principles that govern the policy of teacher performance evaluation in the Municipality of Piraquara, analyzing how and where they are based. The specific objectives were formulated as follows: to make notes about the policy of teacher performance evaluation in the context of Brazilian education; to analyze the policy and legislation of teacher performance evaluation of the Municipality of Piraquara in the context of the State of Paraná; to clarify the reasons for the debates around the policy of teacher performance evaluation; to make proposals to the policy of teacher performance evaluation. This is a documentary research when considering what is stated in the Federal Constitution of 1988, the Law of Directives and Bases of Education (1996), National Education Plan (2014), Resolutions of the National Education Council that define guidelines for the teaching career (03/97 and 02/09 - CNE / CEB), Municipal Education Plan (2015), Municipal Public Teaching Statute of Piraquara (1989) and in the Plans of Positions, Employment, Career, Salaries and Wages of the Municipal Public Teaching of Piraquara. Bibliographic research was also carried out when investigating the theme in books and articles by authors who deal with the topic at hand, among others, of which Brito Neto (2015) was consulted; Chaves (2013), Cunha (2011), Freitas (2012), Grochoski (2015), Herdeiro (2013), Herdeiro (2015), Maués (2016), Nunes (2013), Piccinini (2017), Possamai (2014), Schlesener (2009), Schneider (2011), Shiroma (2011), Shiroma (2017), Silva (2013), Siqueira (2013) and Tonácio (2017). This research finds its justification in the reality that is investigated: the policy that generates discomfort among teachers, among whom is this researcher, also because it is desired to make proposals to improve it. As results of this research, it can be pointed out the need to review this policy of teacher performance evaluation in relation to the distancing of the principles advocated by education, resuming its character of accountability, individualization and meritocracy, and should focus on the construction of a collective project of education, in line with the goals of the PME, previously defined, in a collective way, about the desired education.