Concepção dos professores sobre a política de bonificação do estado do Amazonas

Abstract

This work was developed under the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAEd/UFJF). Said case management presented a study on the bonus resulting from a search in the North Zone of Manaus. The prize money policy was implemented by the State Department and Teaching Quality - Seduc/AM, established the Award to Encourage Compliance Goals of Education Professionals. The objectives defined for this study were to analyze this monetary incentive policy, which offers payment of 14 award, 15 and 16 salaries to teachers as a stimulus policy that pays for merit, with reference to the political context and the opinion of teachers. Thus, we seek to observe the context of the performance by bonus policy, analyzing the decrees, goals and winning schools, building a documentary analysis. To observe the opinion of teachers, we use the questionnaire application as a tool for data collection. The study gathered 146 teachers from five schools in the North Zone, two institutions of the District Coordination Office of Education 6 (CDE6) 6:03 of the District Coordination Office of Education 7 (CDE7). Seeking to understand the bonus policy through theoretical and opinion of teachers, used as a qualitative methodology approach is characterized as a case study, in addition it is a field of study. The results of this study brought evidence about the policy context, the profile of the school and its inequalities, the standardization of goals and consequences in the results, in addition to teaching about the role of policy implementation in the State Network of Amazonas. Among the results of the research we found that schools in the North Zone of Manaus are in unequal conditions. There is also a difference between conventional schools and full-time schools. Being also a difference between conventional schools and full-time schools. For teachers, many factors influence school performance and consequently, on the bonus received as: hours, teaching resources, physical structure, facilities, lighting, climate control, school lunch and own bonus. About the established goals, the respondentes exposed that need to be modified to not produce satisfactory results, being necessary parameters to observe the reality of schools. According to the respondents, the use of standardized goals is not coherent, given the different socioeconomic conditions of the institutions. The proposed intervention, we suggest three possible adjustment, being the first proposition the creation and use of one of the Schools Development Indicator, that observe the socioeconomic conditions of students. In the second proposition we indicate ownership of individual goals projected by Ideb. In the last proposition, we suggest that this award had the same criteria for other Amazon bonus policy, The Prize Value of School, that having a greater number of payouts to observe the growth of schools.