Evaluation policy of the teaching performance in the Brazilian state education networks ^*

Abstract

This article presents an analysis of the legal provisions that establish the Teaching Performance Assessment (ADD³) in the public primary education state networks in Brazil, obtained in a Master’s Degree research, and the relation of this initiative to the teachers’ remuneration. To do so, a survey of the legislation in force in the year 2015, both in the official sites of the departments of education, and by correspondence to these bodies. It was verified the existence of this initiative in 24 Brazilian states, but only in 14 the policy was effectively in force in 2015. The effects of the ADD on the teaching salary were then classified in career progression and bonus. The criteria for assessing teacher performance were ordered and analyzed according to their frequency in different states. The theoretical foundations that guided the analysis were some of the studies by Herbert Marcuse, on the logic of development of modern industrial society and its contradictions, and the analyzes developed by Robert Castel, about the latest changes in work relations and its precariousness in contemporary society. The text presents the national and international contexts in which the recommendations for the adoption of the ADD were consolidated, analyzes the legislation and concludes exposing limits and contradictions of the evaluation of the teaching performance for the valorization of the teaching profession and the social recognition of this activity, by stimulating individualism, adaptation, accountability, control over behavior and technological reasoning among these professionals.

Evaluation of teaching performance; Basic education; Educational policy; Critical theory