Autonomy and teaching in daily school life in Sobral: Effects of accountability
This research aims to analyze the experience of autonomy of two 5th grade teachers in a public Elementary School in Sobral, Ceará. A literature review was carried out based on authors who discuss teaching autonomy and school management: Afonso, Ball, Contreras, Freitas, among others. Field research...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/10373 |
| Acesso em linha: | https://publicacoes.fcc.org.br/eae/article/view/10373 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teacher Autonomy Accountability External Evaluation Educational Policy Autonomia Docente Avaliação Externa Política Educacional Autonomía Docente Evaluación Externa Política Educativa |
| Resumo: | This research aims to analyze the experience of autonomy of two 5th grade teachers in a public Elementary School in Sobral, Ceará. A literature review was carried out based on authors who discuss teaching autonomy and school management: Afonso, Ball, Contreras, Freitas, among others. Field research was also carried out in a municipal school. The results of this investigation indicate the establishment and maintenance of hierarchical and authoritarian relationships between the institutions and subjects that make up the school system as well as a culture of professionalism, managerialism and performativity in the educational institution. |
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