This article, based on research that examined educational policies focusing on results - which have been in place for over ten years in Minas Gerais, Brazil (since 2003) -, proposes a reflection upon its consequences in the teaching practice. These result-based policies are characteristic of a control model of management, which focuses on school efficiency and has, over the past five years, instituted the Productivity Award, a bonus added to the yearly wage of teachers, for those who obtain the results defined by the Educational system. What is problematized herein is whether such bonuses are not a means to disguise/dissimulate the degradation of working conditions and the low salaries of public education professionals in Minas Gerais.
Result-based policy; Productivity award; Accountability
