The value of public education : quantitative results

Abstract

This article seeks to reflect on the impacts of managerial ideology observed in the search for quantifiable results in public schools. Therefore, we will analyze some of the impacts of external evaluations on public school in the state of Rio Grande do Sul (RS), between the years 2015-2020. The objective is to understand the so-called quasi-market in public school, adapted by a technocratic logic that is inserted in the education processes through managerialism and managerialization aiming, in this particular, to build curricula for quantitative results. In addition to the exchanges between companies and schools that also foster a quasi-market. For that, we observe points of the crisis of capitalism, from the 1980s, which helped to strengthen this technocratic logic in the public sector. What is sought to show in the concrete management of public education resources, based on the gaucho taxation policy between the years 2015-2020. For this, in addition to the bibliographic analysis, we used semi-structured interviews, which took place between 2018 and 2020, among five state public high schools in the city of Santa Maria/RS. In schools, the following were interviewed: teachers; director; pedagogical coordinators; deputy director, totaling nine respondents. With the use of the interview, the predominance of perspectives of the interviewees in tension with understandings about what should underlie the work of school socialization was observed. For, first, as observed in these reports, the concern should be the student's actual learning, which is beyond the numbers.

KEYWORDS: Public school. External assessments. Quasi-market. Quantitative results.