O projeto de lei de responsabilidade educacional (PL 7420/2006) e accountability na educação brasileira: aparentes possibilidades e reais intencionalidades
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2021-05-21
Autores
Filipe, Fabiana Alvarenga
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Universidade Estadual Paulista (Unesp)
Resumo
A partir da década de 90, em conformidade com o neoliberalismo, os princípios da Nova Gestão Pública adentram o setor público com seus critérios de eficácia, eficiência e produtividade, trazendo transformações para o campo educacional. Nesse contexto, nas políticas educacionais brasileiras, há um fortalecimento da avaliação que assume um papel central, com o objetivo de averiguar se houve melhoria da qualidade educacional, passando a servir de mecanismo de controle e responsabilização (ou accountability) dos profissionais da educação. No ano de 2006 é apresentado o PL 7420/2006, de autoria da Deputada Raquel Teixeira que dispõe sobre a qualidade educacional e a responsabilidade na sua promoção, o que demonstra, aparentemente, a preocupação com a garantia da oferta de educação de qualidade, de forma que emergiram as seguintes questões: Quais são as intenções do PL 7420/2006? Caso seja sancionado, quais são as implicações do referido projeto para o campo educacional? A investigação realizada está inserida na abordagem qualitativa, tendo sido utilizadas as pesquisas documental e bibliográfica e a análise de conteúdo, de forma que buscamos trazer não apenas o que está explícito, mas também o conteúdo implícito em documentos oficiais federais, com ênfase no Projeto de Lei 7420/2006 e seus Substitutivos. Os resultados evidenciaram que há um movimento de disputa de concepções hegemônicas e contra hegemônicas, em que o desfecho pode acarretar uma concepção reducionista de qualidade educacional e uma concepção de accountability pautada na culpabilização dos profissionais do magistério, em virtude da lógica gerencialista que os perpassa.
Beginning in the 1990s and in compliance with neoliberalism, the principles of New Public Management has been spreading through the public sector embedding its criteria of effectiveness, efficiency and productivity, introducing changes to the educational field. In this context, within the Brazilian educational policies, there is a strengthening in the use of assessments, prompting them to assume a central role with the goals of assuring whether there has been improvement of educational quality, working as a mechanism for control purposes and accountability over educational professionals. In 2006, PL 7420/2006 bill was proposed by congresswoman Raquel Teixeira, where it states about educational quality and gets held accountable for its promotion, which apparently shows great concern about assuring the provision of quality education, in such a way that the following questions arose: what are the real intentions behind the PL 7420/2006 bill? In case it happens to pass, what are the implications of the aforementioned bill for the educational field? This investigation was carried out under qualitative approach using documentary and bibliographic research as well as content analysis, in such a way that we sought to bring out not only what is explicit, but also the implicit contents in federal official documents, with emphasis on the PL 7420/2006 bill and its substitutes. The results showed an ongoing movement of dispute between hegemonic and counter-hegemonic conceptions, where the outcomes might result in a reductionist conception of educational quality and a conception of accountability based on blameworthiness of teaching professionals due to the management philosophy which permeates them.
Beginning in the 1990s and in compliance with neoliberalism, the principles of New Public Management has been spreading through the public sector embedding its criteria of effectiveness, efficiency and productivity, introducing changes to the educational field. In this context, within the Brazilian educational policies, there is a strengthening in the use of assessments, prompting them to assume a central role with the goals of assuring whether there has been improvement of educational quality, working as a mechanism for control purposes and accountability over educational professionals. In 2006, PL 7420/2006 bill was proposed by congresswoman Raquel Teixeira, where it states about educational quality and gets held accountable for its promotion, which apparently shows great concern about assuring the provision of quality education, in such a way that the following questions arose: what are the real intentions behind the PL 7420/2006 bill? In case it happens to pass, what are the implications of the aforementioned bill for the educational field? This investigation was carried out under qualitative approach using documentary and bibliographic research as well as content analysis, in such a way that we sought to bring out not only what is explicit, but also the implicit contents in federal official documents, with emphasis on the PL 7420/2006 bill and its substitutes. The results showed an ongoing movement of dispute between hegemonic and counter-hegemonic conceptions, where the outcomes might result in a reductionist conception of educational quality and a conception of accountability based on blameworthiness of teaching professionals due to the management philosophy which permeates them.
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Palavras-chave
Accountability, Responsabilização, Avaliação em larga escala, Qualidade educacional, Large-scale assessment, Educational quality