A lógica de trasnparência e prestação de contas numa escola

Abstract

This study analyzes how transparency and accountability mechanisms are being organized and experienced in a municipal public school, highlighting the effects that emerge from these practices on teaching work. The methodology used is based on observational research conducted at the Severina Helena Municipal School in Caaporã, Paraíba, Brazil. The observation allowed for the monitoring of processes such as the frequent sending of videos and photographs, as well as daily interactions between teachers, coordinators, and management. The results show that transparency mechanisms acquire a performative character that shifts the focus of the work towards the production of formal evidence. Continuous monitoring, based on visual records, reconfigures pedagogical practice, increases the workload, and reduces teacher autonomy. Accountability impacts the school unevenly, especially in contexts marked by structural limitations, where demands tend to override the real teaching conditions. It concludes that, when implemented without adequate infrastructure and without dialogue with the needs of the school community, transparency mechanisms become surveillance devices that reorganize institutional daily life and strain educational practice. These results point to the need to adjust the monitoring model adopted so that transparency contributes to strengthening the work of teachers, and not to its excessive bureaucratization.