<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100210</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s14928</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A redefinição da gestão escolar a partir da concessão de bonificações docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Redefinition of school management based on the granting of teaching bonuses]]></article-title>
<article-title xml:lang="es"><![CDATA[Redefinición de la gestión escolar desde ei otorgamiento de bonificaciones docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estormovski]]></surname>
<given-names><![CDATA[Renata Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Carmem Lucia Albrecht da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Desde a década de 1990, multiplicaram-se no país instrumentos avaliativos aplicados por âmbitos externos à escola sob o argumento de mensurar sua qualidade. Estabelecendo comparações e rankings, tais ferramentas passaram a ser utilizadas para premiar ou punir professores e escolas, que tiveram o trabalho pedagógico vinculado ao sucesso ou ao fracasso nos testes aplicados. O objetivo deste estudo, nesse sentido, é analisar as alterações realizadas no plano de carreira do magistério de uma rede municipal de ensino para inserir, como ferramentas de bonificação docente, os resultados de uma avaliação discente. A partir disso, fazendo uso de uma análise documental, reflete-se sobre como a gestão da escola desvincula-se de objetivos singulares e sociais para se adaptar a demandas macrodefinidas e se tornar instrumento de reprodução de interesses economicistas. Utilizam-se como referenciais autores como Dale (2010), Thoenig (2006), Esquinsani e Dametto (2018) e Freitas (2012), que são discutidos em relação aos artefatos legais selecionados por meio da hermenêutica-dialética. Com a análise, identifica-se que, no caso em questão, o anseio do poder público em solucionar a problemática da qualidade da educação resultou em um processo avaliativo que responsabiliza os docentes, direcionando a gestão escolar para o estímulo à obtenção de recompensas profissionais individuais, contrariando preceitos democráticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Since the 1990s, evaluation instruments applied by areas outside the school have multiplied in the country under the argument of measuring their quality. Establishing comparisons and rankings, such tools began to be used to reward or punish teachers and schools, whose pedagogical work was linked to success or failure in the tests applied. The aim of this study, in this sense, is to analyze the changes made in the career plan of the teaching profession of a municipal school system to insert the results of a student evaluation as a teaching bonus tool. Based on this, using a documental analysis, we reflect on how school management detaches itself from singular and social objectives in order to adapt to defined macro demands and become an instrument for the reproduction of economistic interests. Authors such as Dale (2010), Thenig (2006), Esquinsani and Dametto (2018) and Freitas (2012) are used as references, which are discussed in relation to the legal artifacts selected through hermeneutics-dialectic. With the analysis, it is identified that, in the case in question, the public power's desire to solve the problem of the quality of education resulted in an evaluation process that holds teachers accountable, directing school management to encourage the achievement of individual professional reward, contrary to democratic precepts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde la década de 1990, los instrumentos de evaluación aplicados por áreas externas a la escuela se han multiplicado en el país bajo el argumento de medir su calidad. Estableciendo comparaciones y rankings, dichas herramientas fueron utilizadas para premiar o castigar a docentes y escuelas, cuya labor pedagógica estaba conectada al éxito o fracaso en las pruebas aplicadas. El objetivo de este estudio, en este sentido, es analizar los cambios realizados en el plan de carrera de la profesión docente de un sistema escolar municipal para insertar los resultados de una evaluación de estudiantes como herramienta de bonificación docente. A partir de ello, mediante un análisis documental, reflexionamos sobre cómo la gestión escolar se desliga de objetivos singulares y sociales para adaptarse a macrodemandas definidas y convertirse en un instrumento de reproducción de intereses economicistas. Se utilizan como referentes autores como Dale (2010), Thenig (2006), Esquinsani y Dametto (2018) y Freitas (2012), los cuales se discuten en relación a los artefactos jurídicos seleccionados a través de la hermenéutica-dialéctica. Con el análisis, se identifica que, en el caso en cuestión, la voluntad del poder público de resolver el problema de la calidad de la educación resultó en un proceso de evaluación que responsabiliza a los docentes, orientando la gestión escolar para incentivar el logro de recompensas profesionales individuales, contrario a los preceptos democráticos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Externa]]></kwd>
<kwd lng="pt"><![CDATA[Bonificação Docente]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
<kwd lng="en"><![CDATA[External Assessment]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; Bonus]]></kwd>
<kwd lng="es"><![CDATA[Gestión Escolar]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Externa]]></kwd>
<kwd lng="es"><![CDATA[Bonificación Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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