PERFORMATIVITY AND SOME OF IT’S EFFECTS IN BRAZIL TEACHER TRAINING AND WORK

Abstract

The present text is dedicated to analyzing the presence and some effects of performativity, in the context of the construction of a management school, in the orientation of teaching training and work in Brazil. Based on the macro-global and micro-local methodological approach of the sociology of education, the links between current neoliberal, and strategies of management and performativity are clarified pointed that they are manifested by policies that aim to infiltrate market logic in the public sector, through a focus on performance. The results of research on Brazil indicate the construction of a management school, like an enterprise, and expressions of performativity in proposals from the 1990s onwards, with polices as the Basic Education Assessment System (SAEB), its improvement and developments in the BNCC and proposals such as the BNC Teacher, National Teacher Test, new National Policy for initial and continuing teacher training for basic education, National Teacher Examination in basic education (ENAMEB). The conclusions evidence that the construction of a management school takes place in the country to incline education to the market, for which performativity works as a key role in guiding the teaching training and work, delegitimizing the social character of education, school, and teacher.