A avaliação de desempenho como instrumento de análise e evolução do trabalho docente

Abstract

This dissertation was produced with the aim of answering the following question: how can the instruments and practices used in the implementation of performance evaluation at the Clarice Lispector State School (EECL) help to improve the efficient performance of teachers, in accordance with state regulations? The overall aim of the study is to understand whether the individual performance assessment (ADI) carried out at the institution has contributed to improving the performance of teachers and the school. For that, the research had the following specific objectives: to describe the forms, instruments and practices inherent in the implementation of performance evaluation at EECL; to analyze the implementation of performance evaluation at EECL, relating it to the legal/conceptual guidelines and identifying any gaps between regulations and practice; to propose an Educational Action Plan (PAE) that enhances the implementation of performance evaluation and corroborates a practice that relates it to the process of continuing teacher training. To achieve the general objective presented, the research was carried out using the case study methodology. In addition to a document analysis, a collective interview was held with the members of the evaluation committee and a questionnaire was administered to 12 school employees, nine of whom were permanent teachers and three members of the management team. The data obtained was analyzed separately, qualitatively and based on the following concepts: firstly, the evaluation process is at the service of educational quality, as long as the data is used reflexively to analyze and, if necessary, change reality (Brooke; Rezende, 2020); secondly, performance evaluation, which is the focus of this dissertation, must be formative, value teaching work and promote changes in concepts, attitudes and practices that are lasting and allow for continuous progress for the teacher and the group in which they are inserted (Gatti, 2021). In addition to these concepts, the theoretical basis of this work was based on studies by Burgos and Bellato (2019), Lück (2009), Luckesi (2000), Diz (2020), Zatti (2017) and Zatti and Minhoto (2019), which explore the context of valuing performance evaluation in the public service, as well as the concepts of evaluation, formative performance evaluation and the implementation of teacher evaluation in Brazil. The analysis of the results obtained from the research indicates that both the evaluated civil servants and the evaluators did not properly understand the objectives and stages of the evaluation process. It also shows that although the group recognizes the importance of performance evaluation, for them, the current model and the way in which it has been implemented in the school do not corroborate with the valorization of teaching work, much less with professional improvement, as provided for in Minas Gerais legislation.