Resumo

FERNANDES, Maria José da Silva; JACOMINI, Márcia Aparecida; BELLO, Isabel Melero  e  SILVAL, Caio Cabral da. Educational reforms in São Paulo state and their repercussions on school organization and teacher autonomy (1995-2018). Educ. Puc. [online]. 2024, vol.29, e8824. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v29a2024e8824.

This article analyzes the repercussions of educational reforms on school organizations and teacher autonomy in São Paulo state. Considering the assessment system as a persistently feature in the reforms and its articulation with the curricular dimension, it was verified how these elements changed the school scope. The analysis considers the educational policy of São Paulo between 1995 and 2018, expressed in different programs and projects. For this purpose, some documentary elements are presented in dialogue with the bibliographical production. The article was carried out based on a broader research that investigated several dimensions of the educational policy of São Paulo state in this period. This study aimed to understand how the assumptions of the new public management are manifested in educational policies, establishing greater control over schools and producing a subjective precariousness in teacher’s working conditions, especially in teaching autonomy, with loss of control over the means and ends of the teaching process. It was observed that the implementation of the evaluation system, a central instrument of the educational reforms that remained over the years, associated with the requirement of an official curriculum created a new logic in schools and was reflected in the significant reduction of teacher`s pedagogical autonomy and in greater control of work and school organizations.

Palavras-chave : Work control; Public education; Curriculum policy; Teaching work; Evaluation system.

        · resumo em Português     · texto em Português     · Português ( pdf )