O Programa Pacto pela Educação em Goiás e o trabalho docente: uma análise a partir da percepção dos professores.

Abstract

This work is the result of research developed in the line of Public Educational Policies of the Interdisciplinary Graduate Program in Education, Language and Technologies of the State University of Goiás (PPGIELT-UEG), Campus of Anápolis. It seeks to understand the main contradictions between the Pact for Education program and teaching practice, as well as the reflexes of this interrelation. The main goal is to analyze, from teachers’ perspective, the policy of the Pact for Education in Goiás in its relation to work and management structure. To do so, considering the political, social and economic context, a discussion on neoliberalism is presented, followed by the analysis of the repercussion of a new model of public management that contributed to the orientation of policies and educational reforms that have occurred mainly since the 1990s. In the state of Goiás, the New Public Management (NGP), approaches the public administration in a managerial aspect, with the increase of productivity. In this context, following the international organisms’ orientations, the policy of the "Pact for Education: a better future requires changes" is proposed, resulting large amount of changes in the teaching practice, as intensification work and the (de)valuation of the worker category. The methodology of qualitative approach was based on literature review and documentary research to build the theoretical framework, just as field research with empirical data collection that took place through the application of questionnaires and semi-structured interview script. In the perception of the teachers of the mesoregions of the state of Goiás, the educational policy from 2011 to 2014 was an imposition, which revealed dissatisfaction with the perspective of work valorization. It was found that this policy did not fulfill its role effectively as prescribed. Despites those results, the perspective of the public managers claims that the objectives of the policy were undoubtedly achieved in its implementation, as they conducted it with mastery given the normative rules of multilateral organizations (based on neoliberalism) and implementing it according to the rules of the New Public Management. This research reveals that there is a feeling of abandonment by the teachers, as they see themselves devalued and with an intensification of work routine, currently marked by an excessive number of activities. It was also verified that the management concerning determinations were based on authoritarianism disguised as ideal policy for the state of Goiás. The perception of teaching work presented by the collaborators is that, even with so many adversities, there are still positive factors in the profession, such as the friendly atmosphere in personal relationships (mainly between the colleagues and the students) and the satisfaction with the cognitive development and the construction of their knowledge. Teachers demonstrate that there is still the longing for policies that actually fulfill and value the teaching career and provide the minimum conditions for their work. Concluding, we can infer that the Pact for Education Policy fulfilled its objective under the perspective of a neoliberal system and the NGP. However, more important than the policies themselves is the capacity to interpret them, that is, to see underneath the veil, what is gained and what is lost when executing the propositions presented in the reforms, and mainly who is winning the economic, political, social and cultural "game".