Efficiency and productivity: teacher dilemmas

Abstract

This work aims to discuss one of the strategies used by school managers upon the requirements for results in large-scale assessments, especially for teachers of the second year of elementary school. It presents a reflection that emerges a posteriori from the collection of data from a multiple case study about the Permanent System of Evaluation of Basic Education of Ceará - Literacy (SPAECE-Alfa), carried out in four municipal schools of Fortaleza. Data collection occurred through semi-structured interviews with four school managers. The analyses indicate that one of the strategies implemented in schools to improve the performance of evaluated students is transferring those teachers considered "unfit" for teaching literacy to unassessed classes. However, other studies are required to verify the effectiveness of such strategy on educational indicators, as well as to analyze its impact on the actions and subjectivities of these professionals.