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What place do the children from the 2nd grade of elementary school take in the school accountability policy in the state of Ceará?

Abstract

This article seeks to unveil the effects of the accountability model in the relationship between teachers and students in high performance schools in Ceará, questioning the place that children of the 2nd grade of elementary school take regarding the policy represented by the “Escola Nota Dez Prize”. The study, qualitative in its nature, has investigated this reality in awarded schools in five municipalities from different regions of the state, using semi-structured interviews with teachers of the 2nd grade of elementary school. The analysis of the empirical material was based on the concept of fusion of horizons from Gadamerian hermeneutics. It was verified that the obsession to work systematically the achievement of the award tends to impose a “standard student”, where the child is passive, a receiver and reproducer of knowledge.

Accountability; Educational evaluation; Elementary education; Children

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