A política de bonificação implantada pela SEDUC Amazonas: as alterações no trabalho da gestão escolar

Abstract

The research was funded by FAPEAM. This dissertation is allocated to the field of research in education and has as its object of research the bonus policies present in the state education network. The general objective is: to analyze the bonus policy implemented by SEDUC/AM and the contradictions with the work in the school management of the Flores neighborhood in Manaus, which is interconnected with the following problem issue: How is the school management organized in the face of the bonus policy? To structure the work, the following research procedures were performed: 1 Bibliographic research. 2 Document analysis using the legislaAM.com site as the source of collection. 3 Field research, using a semi-structured interview script to collect the main concrete issues of the work in school management and its relationship with the bonus policy. The data analysis procedure was based on the categories of the Dialectical Historical Materialism method such as totality, mediation and contradiction, using Bardin's (2020) content analysis as a data organization tool. In section I we found that the main determinations of the bonus policy have their roots in economic liberalism and have been perfected in neoliberalism for an education according to the logic of the market, becoming exclusionary, precarious, unequal and anti-democratic. In section II, we conclude that schools in Amazonas are in a great situation of structural inequality and teaching and learning, while only 12% of schools with a proletarian public are contemplated by the bonus in differentiation to those who receive average salaries, which is 37%. After applying content analysis in law 3.279/2008 we found its strong managerialist and anti-democratic essence generating contradiction with several goals of the PNE and other legislations, in addition, through the analysis of INEP data we found that the IDEB of Amazonas has been rising at the expense of the exclusion of students in situations of social vulnerability. In the third section, based on the analysis of theses and dissertations developed on bonus policies, we conclude that they criticize the implementation of total quality, point out new directions of management work configured in the search for an education with socially referenced quality. The field research revealed that the categories of accountability were installed both in the management processes and in the manager's consciousness, with a bureaucratization of work and centralization of decision-making, in addition to the accountability of teachers and students for school results. We consider that the bonus policy in Amazonas differs from other Brazilian states such as São Paulo, Pernambuco, Paraíba and Rio de Janeiro with regard to the passive acceptance of the school body and even agree with the bonus, so we find the need for more research in Amazonas to organize a fight against bonuses and demand a real appreciation.