Resumo

SIME POMA, Luis. Contributions to contextualize meritocracy in the teacher policies and cultures. Educ. Puc. [online]. 2014, vol.19, n.2, pp.111-119. ISSN 1519-3993.  https://doi.org/10.1590/edpuc19n201404.

In this article, we focus in one of the most hegemonic discourses in the current teacher policies: meritocracy. This discourse legitimates teacher selection policies, distribution of incentives and teacher mobility based on effort and performance alone, discarding other factors. In order to discuss this discourse, we propose three dimensions: contextual factors that affect public meritocracy; variations in meritocratic discourse in teacher policies, and tendencies in teaching culture, which influence meritocracy. The main idea that controversy surrounding the reach and limitations of meritocracy requires a more in-depth analysis based on these three dimensions of context, policies and teaching culture, underlines these objectives.

Palavras-chave : Teacher Evaluation; Meritocracy; Teacher Policy.

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