Trabalho docente e cultura de avaliação : análise sociológica em uma escola pública

Abstract

This study aims to analyze how the evaluation culture interferes in the daily life of a public school in João Pessoa - PB and contributes to the reproduction of neoliberal values and individual accountability in the educational field. The theoretical framework articulates the contributions of Cris Shore (2009) on "audit culture," Luc Boltanski and Ève Chiapello (2009) regarding the "new spirit of capitalism," and Christian Laval (2019) with his critique of the "school-as-a-business," in addition to Michel Foucault's concept of "governmentality," based on the analysis of Thomas Lemke (2017). The methodology adopted was that of a qualitative research, using semi-structured interviews as an instrument, conducted with six teachers and one administrator of the institution between February and July 2025. The results indicate that the evaluation culture manifests as a process of dispute, generating tensions between conformity and resistance. An overload of teaching work, a loss of pedagogical autonomy, and the transformation of the educational process into "training" for assessments are evident. It is concluded that, although this culture advances through mechanisms of accountability and incentives, it is not fully consolidated, being constantly negotiated, criticized, and re-signified by educators in their daily school life, who question the validity of performance results based strictly on numerical indicators.